Special Issue of Educational Psychologist - Educational Psychology in the Open Science Era
Recently, scholars have noted how several “old school” practices—a host of well-regarded, long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly.
", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Research" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/effect-of-open-peer-review-on-quality-of.md b/content/curated_resources/effect-of-open-peer-review-on-quality-of.md new file mode 100644 index 00000000000..7d904d17b41 --- /dev/null +++ b/content/curated_resources/effect-of-open-peer-review-on-quality-of.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-05T19:18:22.188Z", + "title": "Effect of open peer review on quality of reviews and on reviewers'recommendations: a randomised trial", + "link_to_resource": "https://doi.org/10.1136/bmj.318.7175.23", + "creators": [ + "Susan van Rooyen et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Objectives: To examine the effect on peer review of asking reviewers to have their identity revealed to the authors of the paper. Design: Randomised trial. Consecutive eligible papers were sent to two reviewers who were randomised to have their identity revealed to the authors or to remain anonymous. Editors and authors were blind to the intervention. Main outcome measures: The quality of the reviews was independently rated by two editors and the corresponding author using a validated instrument. Additional outcomes were the time taken to complete the review and the recommendation regarding publication. A questionnaire survey was undertaken of the authors of a cohort of manuscripts submitted for publication to find out their views on open peer review. Results: Two editors' assessments were obtained for 113out of 125 manuscripts, and the corresponding author's assessment was obtained for 105.Reviewers randomised to be asked to be identified were 12% (95% confidence interval 0.2% to 24%) more likely to decline to review than reviewers randomised to remain anonymous (35% v 23%). There was no significant difference in quality (scored on a scale of 1to 5) between anonymous reviewers (3.06(SD 0.72)) and identified reviewers (3.09(0.68)) (P=0.68, 95% confidence interval for difference \u2212align=baseline>0.19 to 0.12), and no significant difference in the recommendation regarding publication or time taken to review the paper. The editors' quality score for reviews (3.05(SD 0.70)) was significantly higher than that of authors (2.90(0.87))(P<0.005, 95%confidence interval for difference \u2212 align=baseline>0.26 to \u2212 align=baseline>0.03). Most authors were in favour of open peer review.Conclusions: Asking reviewers to consent to being identified to the author had no important effect on the quality of the review, the recommendation regarding publication, or the time taken to review, but it significantly increased the likelihood of reviewers declining to review.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Transparency", + "Open Science" + ], + "forrt_clusters_new": "Publication Sharing", + "forrt_sub_clusters": "Open peer review", + "doi": "10.1136/bmj.318.7175.23", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/effect-of-population-heterogenization-on.md b/content/curated_resources/effect-of-population-heterogenization-on.md new file mode 100644 index 00000000000..24dfe701220 --- /dev/null +++ b/content/curated_resources/effect-of-population-heterogenization-on.md @@ -0,0 +1,63 @@ +{ + "timestamp": "01/01/2020", + "title": "Effect of Population Heterogenization on the Reproducibility of Mouse Behavior: A Multi-Laboratory Study", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0016461", + "creators": [ + "Benjamin Zipser", + "Berry Spruijt", + "Britta Schindler", + "Chadi Touma", + "Christiane Brandwein", + "David P. Wolfer", + "Hanno W\u00fcrbel", + "Johanneke van der Harst", + "Joseph P. Garner", + "Lars Lewejohann", + "Niek van Stipdonk", + "Norbert Sachser", + "Peter Gass", + "Sabine Chourbaji", + "S. Helene Richter", + "Vootele V\u00f5ikar" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "In animal experiments, animals, husbandry and test procedures are traditionally standardized to maximize test sensitivity and minimize animal use, assuming that this will also guarantee reproducibility. However, by reducing within-experiment variation, standardization may limit inference to the specific experimental conditions. Indeed, we have recently shown in mice that standardization may generate spurious results in behavioral tests, accounting for poor reproducibility, and that this can be avoided by population heterogenization through systematic variation of experimental conditions. Here, we examined whether a simple form of heterogenization effectively improves reproducibility of test results in a multi-laboratory situation. Each of six laboratories independently ordered 64 female mice of two inbred strains (C57BL/6NCrl, DBA/2NCrl) and examined them for strain differences in five commonly used behavioral tests under two different experimental designs. In the standardized design, experimental conditions were standardized as much as possible in each laboratory, while they were systematically varied with respect to the animals' test age and cage enrichment in the heterogenized design. Although heterogenization tended to improve reproducibility by increasing within-experiment variation relative to between-experiment variation, the effect was too weak to account for the large variation between laboratories. However, our findings confirm the potential of systematic heterogenization for improving reproducibility of animal experiments and highlight the need for effective and practicable heterogenization strategies.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Animal Behavior", + "Experimental Design", + "Factorial Design", + "Field Tests", + "Inbred Strains", + "Mice", + "Reproducibility", + "Research Methods", + "Study Design", + "White Light" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "10.1371/journal.pone.0016461", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/effect-size-and-power-in-assessing-moder.md b/content/curated_resources/effect-size-and-power-in-assessing-moder.md new file mode 100644 index 00000000000..7b827d4fbfa --- /dev/null +++ b/content/curated_resources/effect-size-and-power-in-assessing-moder.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-26T15:37:04.113Z", + "title": "Effect Size and Power in Assessing Moderating Effects of Categorical Variables Using Multiple Regression: A 30-Year Review", + "link_to_resource": "https://doi.org/10.1037/0021-9010.90.1.94", + "creators": [ + "Herman Aguinis", + "James C Beaty", + "Robert J Boik and Charles A Pierce" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The authors conducted a 30-year review (1969-1998) of the size of moderating effects of categorical variables as assessed using multiple regression. The median observed effect size (f(2)) is only .002, but 72% of the moderator tests reviewed had power of .80 or greater to detect a targeted effect conventionally defined as small. Results suggest the need to minimize the influence of artifacts that produce a downward bias in the observed effect size and put into question the use of conventional definitions of moderating effect sizes. As long as an effect has a meaningful impact, the authors advise researchers to conduct a power analysis and plan future research designs on the basis of smaller and more realistic targeted effect sizes.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1037/0021-9010.90.1.94", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/effect-size-estimates-current-use-calcul.md b/content/curated_resources/effect-size-estimates-current-use-calcul.md new file mode 100644 index 00000000000..eaf95b9821f --- /dev/null +++ b/content/curated_resources/effect-size-estimates-current-use-calcul.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-31T18:19:30.056Z", + "title": "Effect Size Estimates: Current Use, Calculations, and Interpretation", + "link_to_resource": "https://doi.org/10.1037/a0024338", + "creators": [ + "Catherine O. Fritz et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The Publication Manual of the American Psychological Association (American Psychological Association, 2001, 2010) calls for the reporting of effect sizes and their confidence intervals. Estimates of effect size are useful for determining the practical or theoretical importance of an effect, the relative contributions of factors, and the power of an analysis. We surveyed articles published in 2009 and 2010 in the Journal of Experimental Psychology: General, noting the statistical analyses reported and the associated reporting of effect size estimates. Effect sizes were reported for fewer than half of the analyses; no article reported a confidence interval for an effect size. The most often reported analysis was analysis of variance, and almost half of these reports were not accompanied by effect sizes. Partial eta squared was the most commonly reported effect size estimate for analysis of variance. For t tests, 2/3 of the articles did not report an associated effect size estimate; Cohen\u2019s d was the most often reported. We provide a straightforward guide to understanding, selecting, calculating, and interpreting effect sizes for many types of data and to methods for calculating effect size confidence intervals and power analysis.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1037/a0024338", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/effect-size-estimation-in-neuroimaging.md b/content/curated_resources/effect-size-estimation-in-neuroimaging.md new file mode 100644 index 00000000000..e328f96226d --- /dev/null +++ b/content/curated_resources/effect-size-estimation-in-neuroimaging.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-28T13:37:27.140Z", + "title": "Effect Size Estimation in Neuroimaging. ", + "link_to_resource": "https://doi.org/10.1001/jamapsychiatry.2016.3356", + "creators": [ + "Marianne C. Reddan", + "Martin A. Lindquist and Tor D. Wager" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A central goal of translational neuroimaging is to establish robust links between brain measures and clinical outcomes. Success hinges on the development of brain biomarkers with large effect sizes. With large enough effects, a measure may be diagnostic of outcomes at the individual patient level. Surprisingly, however, standard brain-mapping analyses are not designed to estimate or optimize the effect sizes of brain-outcome relationships, and estimates are often biased. Here, we review these issues and how to estimate effect sizes in neuroimaging research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Questionable measurement practices (QMPs), validity & reliability issues.", + "doi": "10.1001/jamapsychiatry.2016.3356", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/effect-size-guidelines-for-individual-di.md b/content/curated_resources/effect-size-guidelines-for-individual-di.md new file mode 100644 index 00000000000..60869eed75f --- /dev/null +++ b/content/curated_resources/effect-size-guidelines-for-individual-di.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-28T13:17:09.858Z", + "title": "Effect size guidelines for individual differences researchers", + "link_to_resource": "https://doi.org/10.1016/j.paid.2016.06.069", + "creators": [ + "Gilles E.Gignac and Eva T.Szodorai" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Individual differences researchers very commonly report Pearson correlations between their variables of interest. Cohen (1988) provided guidelines for the purposes of interpreting the magnitude of a correlation, as well as estimating power. Specifically, r = 0.10, r = 0.30, and r = 0.50 were recommended to be considered small, medium, and large in magnitude, respectively. However, Cohen's effect size guidelines were based principally upon an essentially qualitative impression, rather than a systematic, quantitative analysis of data. Consequently, the purpose of this investigation was to develop a large sample of previously published meta-analytically derived correlations which would allow for an evaluation of Cohen's guidelines from an empirical perspective. Based on 708 meta-analytically derived correlations, the 25th, 50th, and 75th percentiles corresponded to correlations of 0.11, 0.19, and 0.29, respectively. Based on the results, it is suggested that Cohen's correlation guidelines are too exigent, as < 3% of correlations in the literature were found to be as large as r = 0.50. Consequently, in the absence of any other information, individual differences researchers are recommended to consider correlations of 0.10, 0.20, and 0.30 as relatively small, typical, and relatively large, in the context of a power analysis, as well as the interpretation of statistical results from a normative perspective.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1016/j.paid.2016.06.069", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/effect-sizes-and-p-values-what-should-be.md b/content/curated_resources/effect-sizes-and-p-values-what-should-be.md new file mode 100644 index 00000000000..edd7195e2aa --- /dev/null +++ b/content/curated_resources/effect-sizes-and-p-values-what-should-be.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-24T12:39:29.922Z", + "title": "Effect sizes and p values: What should be reported and what should be replicated? ", + "link_to_resource": "https://doi.org/10.1111/j.1469-8986.1996.tb02121.x", + "creators": [ + "ANTHONY G. GREENWALD", + "RICHARD GONZALEZ", + "RICHARD J. HARRIS and DONALD GUTHRIE" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Despite publication of many well-argued critiques of null hypothesis testing (NHT), behavioral science researchers continue to rely heavily on this set of practices. Although we agree with most critics' catalogs of NHT's flaws, this article also takes the unusual stance of identifying virtues that may explain why NHT continues to be so extensively used. These virtues include providing results in the form of a dichotomous (yes/no) hypothesis evaluation and providing an index (p value) that has a justifiable mapping onto confidence in repeatability of a null hypothesis rejection. The most-criticized flaws of NHT can be avoided when the importance of a hypothesis, rather than the p value of its test, is used to determine that a finding is worthy of report, and when p approximately equal to .05 is treated as insufficient basis for confidence in the replicability of an isolated non-null finding. Together with many recent critics of NHT, we also urge reporting of important hypothesis tests in enough descriptive detail to permit secondary uses such as meta-analysis.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1111/j.1469-8986.1996.tb02121.x", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/effect-sizes-why-when-and-how-to-use-the.md b/content/curated_resources/effect-sizes-why-when-and-how-to-use-the.md new file mode 100644 index 00000000000..1141d223add --- /dev/null +++ b/content/curated_resources/effect-sizes-why-when-and-how-to-use-the.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-07T19:29:25.553Z", + "title": "Effect Sizes: Why, When, and How to Use Them", + "link_to_resource": "https://doi.org/10.1027/0044-3409.217.1.6", + "creators": [ + "Rosnow", + "R. L.", + "& Rosenthal", + "R." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The effect size (ES) is the magnitude of a study outcome or research finding, such as the strength of the relationship obtained between an independent variable and a dependent variable. Two types of ES indicators are sampled here: the difference-type and the correlational (or r-type). Both are well suited to situations in which there are two groups or two conditions, whereas the r-type, used in association with focused statistical procedures (contrasts), is also ideal in situations where there are more than two groups or conditions and there are predicted overall patterns to be evaluated. Also discussed are procedures for computing confidence intervals and null-counternull intervals as well as a systematic approach to comparing and combining competing predictions expressed in the form of contrast weights and ES indicators.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1027/0044-3409.217.1.6", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/eight-common-but-false-objections-to-the.md b/content/curated_resources/eight-common-but-false-objections-to-the.md new file mode 100644 index 00000000000..90434a7f356 --- /dev/null +++ b/content/curated_resources/eight-common-but-false-objections-to-the.md @@ -0,0 +1,50 @@ +{ + "timestamp": "2020-06-10T19:11:59.409Z", + "title": "Eight common but false objections to the discontinuation of significance testing in the analysis of research data.", + "link_to_resource": "https://www.phil.vt.edu/dmayo/personal_website/Schmidt_Hunter_Eight_Common_But_False_Objections.pdf", + "creators": [ + "Schmidt", + "J. E. H. F. L.", + "Hunter", + "J. E.", + "Harlow", + "L.", + "Mulaik", + "S.", + "& Steiger", + "J." + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Logically and conceptually, the use of statistical significance testing in the analysis of research data has been thoroughly discredited. However, reliance on significance testing is strongly embedded in the minds and habits of researchers, and therefore proposals to replace significance testing with point estimate estimates and confidence intervals often encounter strong resistance. This chapter examines eight of the most commonly voiced objects to reform of data analysis practices and shows each of them to be erroneous. The objections are: (a) Without significance tests we would not know whether a finding is real or just due to chance; (b) hypothesis testing would not be possible without significance tests; (c) the problem is not significance tests but failure to develop a tradition of replicationg studies; (d) when studies have a large number of relationships, we need significance tests to identify those that are real and not just due to chance; (e) confidence intervals are themselves significance tests; (f) significance testing ensures objectivity in the interpretation of research data; (g) it is the misuse, not the use, of significance testing that is the problem; and (h) it is futile to try to reform data analysis methods, so why try? Each of these objections is intuitively appealing and plausible but is easily shown to be logically and intellectually bankrupt. The same is true of the almost 80 other objects we have collected. Statistical significance testing retards the growth of scientific knowledge; it never makes a positive contribution. After decades of unsuccessful efforts, it now appears possible that reform of data analysis procedures will finally succeed. If so, a major impediment to the advance of scientific knowledge will have been removed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/el-control-de-versiones-con-git.md b/content/curated_resources/el-control-de-versiones-con-git.md new file mode 100644 index 00000000000..f7237ff8518 --- /dev/null +++ b/content/curated_resources/el-control-de-versiones-con-git.md @@ -0,0 +1,95 @@ +{ + "timestamp": "01/01/2020", + "title": "El Control de Versiones con Git", + "link_to_resource": "https://swcarpentry.github.io/git-novice-es/", + "creators": [ + "Alejandra Gonzalez-Beltran", + "Amy Olex", + "Belinda Weaver", + "Bradford Condon", + "butterflyskip", + "Casey Youngflesh", + "Daisie Huang", + "Dani Ledezma", + "dounia", + "Francisco Palm", + "Garrett Bachant", + "Heather Nunn", + "Hely Salgado", + "Ian Lee", + "Ivan Gonzalez", + "James E McClure", + "Javier Forment", + "Jimmy O'Donnell", + "Jonah Duckles", + "Katherine Koziar", + "Katrin Leinweber", + "K.E. Koziar", + "Kevin Alquicira", + "Kevin MF", + "Kurt Glaesemann", + "LauCIFASIS", + "Leticia Vega", + "Lex Nederbragt", + "Mark Woodbridge", + "Matias Andina", + "Matt Critchlow", + "Mingsheng Zhang", + "Nelly S\u00e9lem", + "Nima Hejazi", + "Nohemi Huanca Nunez", + "Olemis Lang", + "Paula Andrea Martinez", + "Peace Ossom Williamson", + "P. L. Lim", + "Rayna M Harris", + "Romualdo Zayas-Lagunas", + "Sarah Stevens", + "Saskia Hiltemann", + "Shirley Alquicira", + "Silvana Pereyra", + "Tom Morrell", + "Valentina Bonetti", + "Veronica Ikeshoji-Orlati", + "Veronica Jimenez" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Software Carpentry lecci\u00f3n para control de versiones con Git Para ilustrar el poder de Git y GitHub, usaremos la siguiente historia como un ejemplo motivador a trav\u00e9s de esta lecci\u00f3n. El Hombre Lobo y Dr\u00e1cula han sido contratados por Universal Missions para investigar si es posible enviar su pr\u00f3ximo explorador planetario a Marte. Ellos quieren poder trabajar al mismo tiempo en los planes, pero ya han experimentado ciertos problemas anteriormente al hacer algo similar. Si se rotan por turnos entonces cada uno gastar\u00e1 mucho tiempo esperando a que el otro termine, pero si trabajan en sus propias copias e intercambian los cambios por email, las cosas se perder\u00e1n, se sobreescribir\u00e1n o se duplicar\u00e1n. Un colega sugiere utilizar control de versiones para lidiar con el trabajo. El control de versiones es mejor que el intercambio de ficheros por email: Nada se pierde una vez que se incluye bajo control de versiones, a no ser que se haga un esfuerzo sustancial. Como se van guardando todas las versiones precedentes de los ficheros, siempre es posible volver atr\u00e1s en el tiempo y ver exactamente qui\u00e9n escribi\u00f3 qu\u00e9 en un d\u00eda en particular, o qu\u00e9 versi\u00f3n de un programa fue utilizada para generar un conjunto de resultados en particular. Como se tienen estos registros de qui\u00e9n hizo qu\u00e9 y en qu\u00e9 momento, es posible saber a qui\u00e9n preguntar si se tiene una pregunta en un momento posterior y, si es necesario, revertir el contenido a una versi\u00f3n anterior, de forma similar a como funciona el comando \u201cdeshacer\u201d de los editores de texto. Cuando varias personas colaboran en el mismo proyecto, es posible pasar por alto o sobreescribir de manera accidental los cambios hechos por otra persona. El sistema de control de versiones notifica autom\u00e1ticamente a los usuarios cada vez que hay un conflicto entre el trabajo de una persona y la otra. Los equipos no son los \u00fanicos que se benefician del control de versiones: los investigadores independientes se pueden beneficiar en gran medida. Mantener un registro de qu\u00e9 ha cambiado, cu\u00e1ndo y por qu\u00e9 es extremadamente \u00fatil para todos los investigadores si alguna vez necesitan retomar el proyecto en un momento posterior (e.g. un a\u00f1o despu\u00e9s, cuando se ha desvanecido el recuerdo de los detalles).", + "language": [ + "Spanish" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Git", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/eleven-strategies-for-making-reproducibl.md b/content/curated_resources/eleven-strategies-for-making-reproducibl.md new file mode 100644 index 00000000000..f5db681550b --- /dev/null +++ b/content/curated_resources/eleven-strategies-for-making-reproducibl.md @@ -0,0 +1,111 @@ +{ + "timestamp": "10/4/2023 11:36:38", + "title": "Eleven Strategies for Making Reproducible Research and Open Science Training the Norm at Research Institutions", + "link_to_resource": "https://doi.org/10.31219/osf.io/kcvra", + "creators": [ + "Friederike E. Kohrs", + "Susann Auer", + "Alexandra Bannach-Brown", + "Susann Fiedler", + "Tamarinde Haven", + "Verena Heise", + "Constance Holman", + "Flavio Azevedo", + "Ren\u00e9 Bernard", + "Arnim Bleier", + "Nicole B\u00f6ssel", + "Brian Cahill", + "Leyla Jael Castro", + "Adrian Ehrenhofer", + "Kristina Eichel", + "Maximilian Frank", + "Claudia Frick", + "Malte Friese", + "Anne G\u00e4rtner", + "Kerstin Gierend", + "David Joachim Gr\u00fcning", + "Lena Hahn", + "Maren H\u00fclsemann", + "Malika Ihle", + "Sabrina Illius", + "Laura K\u00f6nig", + "Matthias K\u00f6nig", + "Louisa Kulke", + "Anton Kutlin", + "Fritjof Lammers", + "David M.A. Mehler", + "Christoph Miehl", + "Anett M\u00fcller-Alcazar", + "Claudia Neuendorf", + "Helen Niemeyer", + "Florian Pargent", + "Aaron Peikert", + "Christina U. Pfeuffer", + "Robert Reinecke", + "Jan Philipp R\u00f6er", + "Jessica L. Rohmann", + "Alfredo S\u00e1nchez-T\u00f3jar", + "Stefan Scherbaum", + "Elena Sixtus", + "Lisa Spitzer", + "Vera Maren Stra\u00dfburger", + "Marcel Weber", + "Clarissa Whitmire", + "Josephine Zerna", + "Dilara Zorbek", + "Philipp Zumstein", + "Tracey L. Weissgerber" + ], + "material_type": [ + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Across disciplines, researchers increasingly recognize that open science and reproducible research practices may accelerate scientific progress by allowing others to reuse research outputs and by promoting rigorous research that is more likely to yield trustworthy results. While initiatives, training programs, and funder policies encourage researchers to adopt reproducible research and open science practices, these practices are uncommon in many fields. Researchers need training to integrate these practices into their daily work. We organized a virtual brainstorming event, in collaboration with the German Reproducibility Network, to discuss strategies for making reproducible research and open science training the norm at research institutions. Here, we outline eleven strategies, concentrated in three areas: (1) offering training, (2) adapting research assessment criteria and program requirements, and (3) building communities. We provide a brief overview of each strategy, offer tips for implementation, and provide links to resources. Our goal is to encourage members of the research community to think creatively about the many ways they can contribute and collaborate to build communities, and make reproducible research and open science training the norm. Researchers may act in their roles as scientists, supervisors, mentors, instructors, and members of curriculum, hiring or evaluation committees. Institutional leadership and research administration and support staff can accelerate progress by implementing change across their institutions.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Curriculum Design", + "Higher Education", + "Hiring", + "Open Science", + "Reproducible Research", + "Research Institutions", + "Scientific Rigor", + "Teaching", + "Transparency" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia, Research assessment, proposals, and reforms", + "doi": "10.31219/osf.io/kcvra", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/eleven-strategies-for-making-reproducibl_2.md b/content/curated_resources/eleven-strategies-for-making-reproducibl_2.md new file mode 100644 index 00000000000..7d19e91eb52 --- /dev/null +++ b/content/curated_resources/eleven-strategies-for-making-reproducibl_2.md @@ -0,0 +1,97 @@ +{ + "timestamp": "2/6/2025 4:35:21", + "title": "Eleven strategies for making reproducible research and open science training the norm at research institutions", + "link_to_resource": "https://doi.org/10.7554/eLife.89736", + "creators": [ + "Friederike E Kohrs", + "Susann Auer", + "Alexandra Bannach-Brown", + "Susann Fiedler", + "Tamarinde Laura Haven", + "Verena Heise", + "Constance Holman", + "Flavio Azevedo", + "Ren\u00e9 Bernard", + "Arnim Bleier", + "Nicole B\u00f6ssel", + "Brian Patrick Cahill", + "Leyla Jael Castro", + "Adrian Ehrenhofer", + "Kristina Eichel", + "Maximillian Frank", + "Claudia Frick", + "Malte Friese", + "Anne G\u00e4rtner", + "Kerstin Gierend", + "David Joachim Gr\u00fcning", + "Lena Hahn", + "Maren H\u00fclsemann", + "Malika Ihle", + "Sabrina Illius", + "Laura K\u00f6nig", + "Matthias K\u00f6nig", + "Louisa Kulke", + "Anton Kutlin", + "Fritjof Lammers", + "David MA Mehler", + "Christoph Miehl", + "Anett M\u00fcller-Alcazar", + "Claudia Neuendorf", + "Helen Niemeyer", + "Florian Pargent", + "Aaron Peikert", + "Christina U Pfeuffer", + "Robert Reinecke", + "Jan Philipp R\u00f6er", + "Jessica L Rohmann", + "Alfredo S\u00e1nchez-T\u00f3jar", + "Stefan Scherbaum", + "Elena Sixtus", + "Lisa Spitzer", + "Vera Maren Stra\u00dfburger", + "Marcel Weber", + "Clarissa J Whitmire", + "Josephine Zerna", + "Dilara Zorbek", + "Philipp Zumstein", + "Tracey L Weissgerber" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Reproducible research and open science practices have the potential to accelerate scientific progress by allowing others to reuse research outputs, and by promoting rigorous research that is more likely to yield trustworthy results. However, these practices are uncommon in many fields, so there is a clear need for training that helps and encourages researchers to integrate reproducible research and open science practices into their daily work. Here, we outline eleven strategies for making training in these practices the norm at research institutions. The strategies, which emerged from a virtual brainstorming event organized in collaboration with the German Reproducibility Network, are concentrated in three areas: (i) adapting research assessment criteria and program requirements; (ii) training; (iii) building communities. We provide a brief overview of each strategy, offer tips for implementation, and provide links to resources. We also highlight the importance of allocating resources and monitoring impact. Our goal is to encourage researchers \u2013 in their roles as scientists, supervisors, mentors, instructors, and members of curriculum, hiring or evaluation committees \u2013 to think creatively about the many ways they can promote reproducible research and open science practices in their institutions.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Academic Life and Culture" + ], + "tags": [ + "Reproducible Research", + "Open Science", + "Open Science Strategies", + "Training" + ], + "forrt_clusters_new": "Research Integrity, FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training, Education and Training in Research Integrity", + "doi": "10.7554/eLife.89736", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/elsevier-title-level-pricing-dissecting.md b/content/curated_resources/elsevier-title-level-pricing-dissecting.md new file mode 100644 index 00000000000..0ea42ba3719 --- /dev/null +++ b/content/curated_resources/elsevier-title-level-pricing-dissecting.md @@ -0,0 +1,43 @@ +{ + "timestamp": "5/16/2021 15:20:04", + "title": "Elsevier Title Level Pricing: Dissecting the Bowl of Spaghetti", + "link_to_resource": "https://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2410/", + "creators": [ + "Joel B. Thornton and Curtis Brundy" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "INTRODUCTION This study will explore the issue of pricing opacity associated with prices paid by academic libraries that have recently unbundled from the Elsevier Big Deal journal package. Additionally, this study will provide metrics for assessing the fair market value (FMV) of unbundled journal packages. The pricing metrics will assist academic libraries in negotiations of subscription and open access agreements. METHODS Pricing information was gathered from five academic libraries. The data was analyzed to arrive at two key metrics (adjustment from list price and the average cost per journal) for establishing comparables, i.e., prices paid by similarly sized institutions, to assess the collective FMVs for unbundled Elsevier journal packages. RESULTS & DISCUSSION The study results show that significant variations existed in the way institutions were charged for content. Additionally, the comparables show wide variations among institutions when measured by the overall adjustment from list price and the average cost per journal. CONCLUSION The pricing metrics developed in this study, adjustment from list price (ALP) and average cost per journal (ACJ), will help libraries assess their final net prices for individual journal subscriptions. The results will be useful to administrators, collection development personnel, and negotiating teams in understanding the prices paid by other institutions for unbundled journal packages to determine FMVs.", + "language": [ + "French" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Business and Communication", + "Career and Technical Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Journal", + "Subscription" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia, Research assessment, proposals, and reforms", + "doi": "10.7710/2162-3309.2410/", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/embedding-open-and-reproducible-science.md b/content/curated_resources/embedding-open-and-reproducible-science.md new file mode 100644 index 00000000000..372551a520b --- /dev/null +++ b/content/curated_resources/embedding-open-and-reproducible-science.md @@ -0,0 +1,57 @@ +{ + "timestamp": "01/01/2020", + "title": "Embedding open and reproducible science into teaching: A bank of lesson plans and resources", + "link_to_resource": "https://psyarxiv.com/fgv79/", + "creators": [ + "Alaa Aldoh", + "Catherine V. Talbot", + "Charlotte Rebecca Pennington", + "David Moreau", + "Flavio Azevedo", + "John J Shaw", + "Loukia Tzavella", + "Madeleine Pownall", + "Mahmoud Elsherif", + "Martin Rachev Vasilev", + "Matthew C. Makel", + "Meng Liu", + "Myrthe Vel Tromp", + "Natasha April Tonge", + "Olly Robertson", + "Ronan McGarrigle", + "Ruth Horry", + "Sam Parsons" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Recently, there has been a growing emphasis on embedding open and reproducible approaches into research. One essential step in accomplishing this larger goal is to embed such practices into undergraduate and postgraduate research training. However, this often requires substantial time and resources to implement. Also, while many pedagogical resources are regularly developed for this purpose, they are not often openly and actively shared with the wider community. The creation and public sharing of open educational resources is useful for educators who wish to embed open scholarship and reproducibility into their teaching and learning. In this article, we describe and openly share a bank of teaching resources and lesson plans on the broad topics of open scholarship, open science, replication, and reproducibility that can be integrated into taught courses, to support educators and instructors. These resources were created as part of the Society for the Improvement of Psychological Science (SIPS) hackathon at the 2021 Annual Conference, and we detail this collaborative process in the article. By sharing these open pedagogical resources, we aim to reduce the labour required to develop and implement open scholarship content to further the open scholarship and open educational materials movement.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Learning", + "Lesson Plans", + "Pedagogical Resources", + "Teaching" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/embedding-open-and-reproducible-science_2.md b/content/curated_resources/embedding-open-and-reproducible-science_2.md new file mode 100644 index 00000000000..5912265b3c5 --- /dev/null +++ b/content/curated_resources/embedding-open-and-reproducible-science_2.md @@ -0,0 +1,57 @@ +{ + "timestamp": "3/20/2025 15:44:36", + "title": "Embedding open and reproducible science into teaching: a bank of lesson plans and resources", + "link_to_resource": "https://doi.org/10.1037/stl0000307", + "creators": [ + "Madeleine Pownall", + "Flavio Azevedo", + "Alaa Aldoh", + "Mahmoud Elsherif", + "Martin Vasilev", + "Charlotte R. Pennington", + "Olly Robertson", + "Myrthe Vel Tromp", + "Meng Liu", + "Matthew C. Makel", + "Natasha Tonge", + "David Moreau", + "Ruth Horry", + "John Shaw", + "Loukia Tzavella", + "Ronan McGarrigle", + "Catherine Talbot", + "Sam Parsons" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Recently, there has been a growing emphasis on embedding open and reproducible approaches into research. One essential step in accomplishing this larger goal is to embed such practices into undergraduate and postgraduate research training. However, this often requires substantial time and resources to implement. Also, while many pedagogical resources are regularly developed for this purpose, they are not often openly and actively shared with the wider community. The creation and public sharing of open educational resources is useful for educators who wish to embed open scholarship and reproducibility into their teaching and learning. In this article, we describe and openly share a bank of teaching resources and lesson plans on the broad topics of open scholarship, open science, replication, and reproducibility that can be integrated into taught courses to support educators and instructors. These resources were created as part of the Society for the Improvement of Psychological Science (SIPS) hackathon at the 2021 Annual Conference, and we detail this collaborative process in the article. By sharing these open pedagogical resources, we aim to reduce the labor required to develop and implement open scholarship content to further the open scholarship and open educational materials movement.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Scholarship; Research Training; Higher Education; Pedagogy; Teaching Resources; Lesson Plans; Open Educational Resources (OER)" + ], + "forrt_clusters_new": "", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1037/stl0000307", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/embracing-open-science-paving-the-way-fo.md b/content/curated_resources/embracing-open-science-paving-the-way-fo.md new file mode 100644 index 00000000000..ca671951299 --- /dev/null +++ b/content/curated_resources/embracing-open-science-paving-the-way-fo.md @@ -0,0 +1,40 @@ +{ + "timestamp": "12/12/2024 9:03:45", + "title": "Embracing Open Science: Paving the Way for Transparent, Collaborative, and Inclusive Research in Traditional, Complementary, and Integrative Medicine", + "link_to_resource": "https://doi.org/10.1089/jicm.2024.0346", + "creators": [ + "Jeremy Y. Ng and Holger Cramer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Beginning in the internet era, the landscape of medical research has undergone a notable evolution. Calls have been made to break down traditional barriers to transparency and open the closed doors of scientific inquiry. At the core of this movement lies the concept of open science\u2014one that advocates for transparency, collaboration, and accessibility in the research process. The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines open science as follows: \u201cOpen science is a set of principles and practices that aim to make scientific research from all fields accessible to everyone for the benefits of scientists and society as a whole. Open science is about making sure not only that scientific knowledge is accessible but also that the production of that knowledge itself is inclusive, equitable, and sustainable\u201d.1 While open science has gained considerable traction across various disciplines, its application in the realm of traditional, complementary, and integrative medicine (TCIM) remains relatively unexplored until now.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Medicine", + "TCIM" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1089/jicm.2024.0346", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/emerging-scientific-research-practices.md b/content/curated_resources/emerging-scientific-research-practices.md new file mode 100644 index 00000000000..beb6bf19070 --- /dev/null +++ b/content/curated_resources/emerging-scientific-research-practices.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 13:25:21", + "title": "Emerging Scientific Research Practices", + "link_to_resource": "https://osf.io/m2uh7/", + "creators": [ + "Rodica Damian" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This course aims to introduce students to current controversies and new developments in recommended scientific practices. The course is meant to help students think critically about how to conduct better empirical research and how to draw better-informed statistical inferences. The course will be conducted in a \u201cseminar meets workshop\u201d style, with a focus on discussion, understanding, and accumulating hands-on experience with different research practices supporting inference. The course covers a range of approaches that aim to enhance the transparency and reproducibility of scientific research. Although many examples will stem from social and personality psychology, this course is appropriate for Ph.D. students across social science disciplines and related fields. Topics will include: \uf0b7Understanding the problem: introduction to the \u201creplication crisis,\u201d developments and debate \uf0b7How issues related to the interpretation of p-values vs. effect sizes and confidence intervals have contributed to the reproducibility issues and the accumulation of knowledge \uf0b7Understand how questionable research practices (QRPs) and publication bias distort the scientific record; learn how to interpret evidence from the scientific literature given these biases (e.g., with the use of p-curve analysis) \uf0b7Recommendations for improving conduct and reporting of research: e.g., pre-registration, open science tools (OSF) and methods, power analysis \uf0b7The future of science and publishing in the new era.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Meta-research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/empirical-assessment-of-published-effect.md b/content/curated_resources/empirical-assessment-of-published-effect.md new file mode 100644 index 00000000000..05d963896de --- /dev/null +++ b/content/curated_resources/empirical-assessment-of-published-effect.md @@ -0,0 +1,50 @@ +{ + "timestamp": "01/01/2020", + "title": "Empirical assessment of published effect sizes and power in the recent cognitive neuroscience and psychology literature", + "link_to_resource": "https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.2000797", + "creators": [ + "Denes Szucs", + "John P. A. Ioannidis" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "We have empirically assessed the distribution of published effect sizes and estimated power by analyzing 26,841 statistical records from 3,801 cognitive neuroscience and psychology papers published recently. The reported median effect size was D = 0.93 (interquartile range: 0.64\u20131.46) for nominally statistically significant results and D = 0.24 (0.11\u20130.42) for nonsignificant results. Median power to detect small, medium, and large effects was 0.12, 0.44, and 0.73, reflecting no improvement through the past half-century. This is so because sample sizes have remained small. Assuming similar true effect sizes in both disciplines, power was lower in cognitive neuroscience than in psychology. Journal impact factors negatively correlated with power. Assuming a realistic range of prior probabilities for null hypotheses, false report probability is likely to exceed 50% for the whole literature. In light of our findings, the recently reported low replication success in psychology is realistic, and worse performance may be expected for cognitive neuroscience.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Behavioral Neuroscience", + "Bibliometrics", + "Cognitive Neuroscience", + "Data", + "Neuroscience", + "Psychology", + "Publishing", + "Scientific Publishing", + "Statistical Data", + "Statistical Distributions", + "Statistics" + ], + "forrt_clusters_new": "Replication and meta-research, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Meta-research", + "doi": "10.1371/journal.pbio.2000797", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/empirical-evaluation-of-very-large-treat.md b/content/curated_resources/empirical-evaluation-of-very-large-treat.md new file mode 100644 index 00000000000..629df20a273 --- /dev/null +++ b/content/curated_resources/empirical-evaluation-of-very-large-treat.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-06-08T18:23:12.189Z", + "title": "Empirical Evaluation of Very Large Treatment Effects of Medical Interventions", + "link_to_resource": "https://doi.org/10.1001/jama.2012.13444", + "creators": [ + "Tiago V. Pereira", + "PhD Ralph I. Horwitz", + "MD John P. A. Ioannidis", + "MD", + "DSc" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Context Most medical interventions have modest effects, but occasionally some clinical trials may find very large effects for benefits or harms. Objective To evaluate the frequency and features of very large effects in medicine. Data Sources Cochrane Database of Systematic Reviews (CDSR, 2010, issue 7). Study Selection We separated all binary-outcome CDSR forest plots with comparisons of interventions according to whether the first published trial, a subsequent trial (not the first), or no trial had a nominally statistically significant (P < .05) very large effect (odds ratio [OR], \u22655). We also sampled randomly 250 topics from each group for further in-depth evaluation. Data Extraction We assessed the types of treatments and outcomes in trials with very large effects, examined how often large-effect trials were followed up by other trials on the same topic, and how these effects compared against the effects of the respective meta-analyses. Results Among 85 002 forest plots (from 3082 reviews), 8239 (9.7%) had a significant very large effect in the first published trial, 5158 (6.1%) only after the first published trial, and 71 605 (84.2%) had no trials with significant very large effects. Nominally significant very large effects typically appeared in small trials with median number of events: 18 in first trials and 15 in subsequent trials. Topics with very large effects were less likely than other topics to address mortality (3.6% in first trials, 3.2% in subsequent trials, and 11.6% in no trials with significant very large effects) and were more likely to address laboratory-defined efficacy (10% in first trials,10.8% in subsequent, and 3.2% in no trials with significant very large effects). First trials with very large effects were as likely as trials with no very large effects to have subsequent published trials. Ninety percent and 98% of the very large effects observed in first and subsequently published trials, respectively, became smaller in meta-analyses that included other trials; the median odds ratio decreased from 11.88 to 4.20 for first trials, and from 10.02 to 2.60 for subsequent trials. For 46 of the 500 selected topics (9.2%; first and subsequent trials) with a very large-effect trial, the meta-analysis maintained very large effects with P < .001 when additional trials were included, but none pertained to mortality-related outcomes. Across the whole CDSR, there was only 1 intervention with large beneficial effects on mortality, P < .001, and no major concerns about the quality of the evidence (for a trial on extracorporeal oxygenation for severe respiratory failure in newborns). Conclusions Most large treatment effects emerge from small studies, and when additional trials are performed, the effect sizes become typically much smaller. Well-validated large effects are uncommon and pertain to nonfatal outcomes.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-analyses, Meta-research", + "doi": "10.1001/jama.2012.13444", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/empirical-study-of-data-sharing-by-autho.md b/content/curated_resources/empirical-study-of-data-sharing-by-autho.md new file mode 100644 index 00000000000..65cc46ccd14 --- /dev/null +++ b/content/curated_resources/empirical-study-of-data-sharing-by-autho.md @@ -0,0 +1,51 @@ +{ + "timestamp": "01/01/2020", + "title": "Empirical Study of Data Sharing by Authors Publishing in PLoS Journals", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0007078", + "creators": [ + "Andrew J. Vickers", + "Caroline J. Savage" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Background Many journals now require authors share their data with other investigators, either by depositing the data in a public repository or making it freely available upon request. These policies are explicit, but remain largely untested. We sought to determine how well authors comply with such policies by requesting data from authors who had published in one of two journals with clear data sharing policies. Methods and Findings We requested data from ten investigators who had published in either PLoS Medicine or PLoS Clinical Trials. All responses were carefully documented. In the event that we were refused data, we reminded authors of the journal's data sharing guidelines. If we did not receive a response to our initial request, a second request was made. Following the ten requests for raw data, three investigators did not respond, four authors responded and refused to share their data, two email addresses were no longer valid, and one author requested further details. A reminder of PLoS's explicit requirement that authors share data did not change the reply from the four authors who initially refused. Only one author sent an original data set. Conclusions We received only one of ten raw data sets requested. This suggests that journal policies requiring data sharing do not lead to authors making their data sets available to independent investigators.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Clinical Trials", + "Data", + "Data Acquisition", + "Genomic Libraries", + "Genomic Medicine", + "Genomics", + "Health Care Policy", + "Medicine and Health Sciences", + "Open Access", + "Open Access Publishing", + "Publishing", + "Scientific Publishing" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "10.1371/journal.pone.0007078", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/enabling-data-discovery-with-the-astrobi.md b/content/curated_resources/enabling-data-discovery-with-the-astrobi.md new file mode 100644 index 00000000000..03db44cb11c --- /dev/null +++ b/content/curated_resources/enabling-data-discovery-with-the-astrobi.md @@ -0,0 +1,55 @@ +{ + "timestamp": "1/9/2025 9:00:26", + "title": "Enabling Data Discovery with the Astrobiology Resource Metadata Standard", + "link_to_resource": "https://doi.org/10.1089/ast.2023.0067", + "creators": [ + "Shawn R. Wolfe", + "Barbara Lafuente", + "Richard M. Keller", + "Angela M. Detweiler", + "Thomas F. Bristow", + "Mary N. Parenteau", + "Kevin Boydstun", + "Christopher E. Dateo", + "David J. Des Marais", + "Linda L. Jahnke", + "Sara Rojo", + "Nathan Stone", + "and Mark Vorobets" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "As scientific investigations increasingly adopt Open Science practices, reuse of data becomes paramount. However, despite decades of progress in internet search tools, finding relevant astrobiology datasets for an envisioned investigation remains challenging due to the precise and atypical needs of the astrobiology researcher. In response, we have developed the Astrobiology Resource Metadata Standard (ARMS), a metadata standard designed to uniformly describe astrobiology \u201cresources,\u201d that is, virtually any product of astrobiology research. Those resources include datasets, physical samples, software (modeling codes and scripts), publications, websites, images, videos, presentations, and so on. ARMS has been formulated to describe astrobiology resources generated by individual scientists or smaller scientific teams, rather than larger mission teams who may be required to use more complex archival metadata schemes. In the following, we discuss the participatory development process, give an overview of the metadata standard, describe its current use in practice, and close with a discussion of additional possible uses and extensions.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Data Reuse", + "Astrobiology", + "Metadata Standard", + "ARMS" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Metadata standards", + "doi": "10.1089/ast.2023.0067", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/enabling-open-science-initiatives-in-cli.md b/content/curated_resources/enabling-open-science-initiatives-in-cli.md new file mode 100644 index 00000000000..e24254a09fd --- /dev/null +++ b/content/curated_resources/enabling-open-science-initiatives-in-cli.md @@ -0,0 +1,53 @@ +{ + "timestamp": "2020-06-03T19:26:53.204Z", + "title": "Enabling Open-Science Initiatives in Clinical Psychology and Psychiatry Without Sacrificing Patients\u2019 Privacy: Current Practices and Future Challenges", + "link_to_resource": "https://doi.org/10.1177/2515245917749652", + "creators": [ + "Walsh", + "C.", + "Xia", + "W.", + "Li", + "M.", + "Denny", + "J.", + "Harris", + "P.", + "& Malin", + "B" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The psychological and psychiatric communities are generating data on an ever-increasing scale. To ensure that society reaps the greatest utility in research and clinical care from such rich resources, there is significant interest in wide-scale, open data sharing to foster scientific endeavors. However, it is imperative that such open-science initiatives ensure that data-privacy concerns are adequately addressed. In this article, we focus on these issues in clinical research. We review the privacy risks and then discuss how they can be mitigated through appropriate governance mechanisms that are both social (e.g., the application of data-use agreements) and technological (e.g., de-identification of structured data and unstructured narratives). We also discuss the benefits and drawbacks of these mechanisms, particularly as regards data fidelity. Our focus is on de-identification methods that meet regulatory requirements, such as the Privacy Rule of the Health Insurance Portability and Accountability Act of 1996. To illustrate their potential, we show how the principles we discuss have been applied in a large-scale clinical database and distributed research networks. We close this article with a discussion of challenges in supporting data privacy as open-science initiatives grow in their scale and complexity.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons not to share: Privacy and security considerations", + "doi": "10.1177/2515245917749652", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/endorsement-of-open-science-practices-by.md b/content/curated_resources/endorsement-of-open-science-practices-by.md new file mode 100644 index 00000000000..13107a83472 --- /dev/null +++ b/content/curated_resources/endorsement-of-open-science-practices-by.md @@ -0,0 +1,47 @@ +{ + "timestamp": "12/18/2024 8:10:05", + "title": "Endorsement of open science practices by dental journals: A meta-research study", + "link_to_resource": "https://doi.org/10.1016/j.jdent.2024.104869", + "creators": [ + "William Vinicius de Oliveira Santos", + "Lara Dotto", + "Ticiane de G\u00f3es M\u00e1rio Ferreira", + "Rafael Sarkis-Onofre" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Objectives\nThis study evaluates the endorsement of open science practices by dental journals.\n\nMaterials and methods\nThis was a meta-research study that included journals listed in the 2021 Journal Citation Reports under Dentistry. A comprehensive evaluation was performed by accessing journal websites to ascertain the availability of publicly accessible instructions to authors in Portuguese, English, or Spanish. A researcher extracted information from the \"Instructions for Authors\" section, encompassing the journal's impact factor, mention of any reporting guidelines, details on data sharing, acceptance of articles in preprint format, and information regarding study protocol registration. Descriptive data analysis was conducted using the Stata 14.0 program, and an Open Science Score (OSS) (ranging from 0 to 100 %) was calculated for each journal by considering five open science practices. Pearson's correlation test was conducted to determine the relationship between the OSS score and journal impact factor.\n\nResults\nNinety journals were included in the study. Most journals (70 %) indicated the mandatory use of reporting guidelines, while 60 % recommended data sharing. Conversely, 46.7 % did not provide information on study protocol registration, and 44.4 % stipulated them as mandatory for authors. Regarding preprints, 50 % of the journals did not provide any information, but 46.7 % confirmed their acceptance. The mean OSS was 52.9 % (standard deviation 26.2). There was a weak correlation (Pearson's correlation coefficient of 0.221) between the journal impact factor and OSS (P-value=0.036).\n\nConclusion\nThis study found varying degrees of endorsement of open science practices among dental journals.\n\nClinical significance\nDental practitioners rely on high-quality, evidence-based research for informed decision-making. By assessing the endorsement of open science practices, our study contributes to improving the quality and reliability of dental research, ultimately enhancing the evidence base for clinical practice.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Dental Journals", + "Open Science Practices", + "Reporting Guidelines", + "Data Sharing in Dentistry", + "Preprints in Dental Research" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Analysis and reporting in qualitative research, Research data management", + "doi": "10.1016/j.jdent.2024.104869", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/enhancing-public-access-to-the-results-o.md b/content/curated_resources/enhancing-public-access-to-the-results-o.md new file mode 100644 index 00000000000..8622c7e7bbb --- /dev/null +++ b/content/curated_resources/enhancing-public-access-to-the-results-o.md @@ -0,0 +1,48 @@ +{ + "timestamp": "12/19/2024 8:55:28", + "title": "Enhancing Public Access to the Results of Research Supported by the Department of Health and Human Services: Proceedings of a Workshop\u2014in Brief ", + "link_to_resource": "https://doi.org/10.17226/27480", + "creators": [ + "Kyle Cavagnini", + "Carolyn Shore", + "Megan Snair (National Academies of Sciences", + "Engineering", + "and Medicine)" + ], + "material_type": [ + "Workshop proceedings" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The National Academies hosted a hybrid public workshop in Fall 2023, sponsored by the National Institutes of Health, to explore approaches that U.S. Department of Health and Human Services (HHS) agencies could consider as they develop or update policies to enhance public access to the results of HHS-funded research. Workshop participants discussed how policy changes would promote equity in publication opportunities for investigators, provide ways to improve accessibility to publications by diverse communities of users, and increase findability and transparency of research results.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Workshop", + "National Academies", + "Public Access", + "Policy Changes", + "Publication" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "10.17226/27480", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/enhancing-reproducibility-through-rigor.md b/content/curated_resources/enhancing-reproducibility-through-rigor.md new file mode 100644 index 00000000000..d83b80a6a18 --- /dev/null +++ b/content/curated_resources/enhancing-reproducibility-through-rigor.md @@ -0,0 +1,39 @@ +{ + "timestamp": "01/01/2020", + "title": "Enhancing Reproducibility through Rigor and Transparency", + "link_to_resource": "https://grants.nih.gov/policy/reproducibility/index.htm", + "creators": [ + "NIH" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The information provided on this website is designed to assist the extramural community in addressing rigor and transparency in NIH grant applications and progress reports. Scientific rigor and transparency in conducting biomedical research is key to the successful application of knowledge toward improving health outcomes. \n\nDefinition Scientific rigor is the strict application of the scientific method to ensure unbiased and well-controlled experimental design, methodology, analysis, interpretation and reporting of results. \n\nGoals The NIH strives to exemplify and promote the highest level of scientific integrity, public accountability, and social responsibility in the conduct of science. Grant applications instructions and the criteria by which reviewers are asked to evaluate the scientific merit of the application are intended to: \n\u2022 ensure that NIH is funding the best and most rigorous science, \n\u2022 highlight the need for applicants to describe details that may have been previously overlooked, \n\u2022 highlight the need for reviewers to consider such details in their reviews through updated review language, and \n\u2022 minimize additional burden.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/enhancing-transparency-of-the-research-p.md b/content/curated_resources/enhancing-transparency-of-the-research-p.md new file mode 100644 index 00000000000..6e8a86bb5a0 --- /dev/null +++ b/content/curated_resources/enhancing-transparency-of-the-research-p.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-29T18:24:21.628Z", + "title": "Enhancing transparency of the research process to increase accuracy of findings: A guide for relationship researchers", + "link_to_resource": "https://doi.org/10.1111/pere.12053", + "creators": [ + "LORNE CAMPBELL TIMOTHY J. LOVING ETIENNE P. LEBEL" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The purpose of this paper is to extend to the field of relationship science, recent discussions and suggested changes in open research practises. We demonstrate different ways that greater transparency of the research process in our field will accelerate scientific progress by increasing accuracy of reported research findings. Importantly, we make concrete recommendations for how relationship researchers can transition to greater disclosure of research practices in a manner that is sensitive to the unique design features of methodologies employed by relationship scientists. We discuss how to implement these recommendations for four different research designs regularly used in relationship research and practical limitations regarding implementing our recommendations and provide potential solutions to these problems.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1111/pere.12053", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/eplatypus-an-ecosystem-for-computational.md b/content/curated_resources/eplatypus-an-ecosystem-for-computational.md new file mode 100644 index 00000000000..4e2c4d8d3f1 --- /dev/null +++ b/content/curated_resources/eplatypus-an-ecosystem-for-computational.md @@ -0,0 +1,83 @@ +{ + "timestamp": "9/11/2023 11:26:44", + "title": "ePlatypus: an ecosystem for computational analysis of immunogenomics data", + "link_to_resource": "https://doi.org/10.1093/bioinformatics/btad553", + "creators": [ + "Tudor-Stefan Cotet", + "Andreas Agrafiotis", + "Victor Kreiner", + "Raphael Kuhn", + "Danielle Shlesinger", + "Marcos Manero-Carranza", + "Keywan Khodaverdi", + "Evgenios Kladis", + "Aurora Desideri Perea", + "Dylan Maassen-Veeters", + "Wiona Gl\u00e4nzer", + "Sol\u00e8ne Massery", + "Lorenzo Guerci", + "Kai-Lin Hong", + "Jiami Han", + "Kostas Stiklioraitis", + "Vittoria Martinolli D\u2019Arcy", + "Raphael Dizerens", + "Samuel Kilchenmann", + "Lucas Stalder", + "Leon Nissen", + "Basil Vogelsanger", + "Stine Anzb\u00f6ck", + "Daria Laslo", + "Sophie Bakker", + "Melinda Kondorosy", + "Marco Venerito", + "Alejandro Sanz Garc\u00eda", + "Isabelle Feller", + "Annette Oxenius", + "Sai T Reddy", + "Alexander Yermanos" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Motivation\nThe maturation of systems immunology methodologies requires novel and transparent computational frameworks capable of integrating diverse data modalities in a reproducible manner.\n\nResults\nHere, we present the ePlatypus computational immunology ecosystem for immunogenomics data analysis, with a focus on adaptive immune repertoires and single-cell sequencing. ePlatypus is an open-source web-based platform and provides programming tutorials and an integrative database that helps elucidate signatures of B and T cell clonal selection. Furthermore, the ecosystem links novel and established bioinformatics pipelines relevant for single-cell immune repertoires and other aspects of computational immunology such as predicting ligand-receptor interactions, structural modeling, simulations, machine learning, graph theory, pseudotime, spatial transcriptomics and phylogenetics. The ePlatypus ecosystem helps extract deeper insight in computational immunology and immunogenomics and promote open science.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Systems Immunology", + "Bioinformatics", + "Computational Immunology", + "Ligand-receptor Interactions", + "Structural Modeling", + "Simulations", + "Machine Learning", + "Graph Theory", + "Pseudotime", + "Spatial Transcriptomics", + "Phylogenetics" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Free and open source software", + "doi": "10.1093/bioinformatics/btad553", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/equity-transparency-and-accountability-o.md b/content/curated_resources/equity-transparency-and-accountability-o.md new file mode 100644 index 00000000000..0a6e7a0f35a --- /dev/null +++ b/content/curated_resources/equity-transparency-and-accountability-o.md @@ -0,0 +1,61 @@ +{ + "timestamp": "10/9/2023 10:41:03", + "title": "Equity, transparency, and accountability: Open science for the 21st century", + "link_to_resource": "https://doi.org/10.1016/S0140-6736(23)01575-1", + "creators": [ + "Margaret A Winker", + "Theodora Bloom", + "Sandersan Onie", + "James Tumwine" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Knowledge is essential to saving lives and improving wellbeing. The term open science has been applied to improving the transparency of knowledge generation, but open science also has the potential to address many of the problems of inequity, inaccuracy, and misconduct that plague research, as well as to build public trust.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Equity", + "Transparency", + "Accountability", + "Open Science", + "Misconduct", + "Accuracy" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Equity, Socially Responsible Research", + "doi": "10.1016/S0140-6736(23)01575-1", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/equivalence-testing-for-psychological-re.md b/content/curated_resources/equivalence-testing-for-psychological-re.md new file mode 100644 index 00000000000..ba057523b09 --- /dev/null +++ b/content/curated_resources/equivalence-testing-for-psychological-re.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "Equivalence Testing for Psychological Research: A Tutorial", + "link_to_resource": "https://journals.sagepub.com/doi/full/10.1177/2515245918770963", + "creators": [ + "Anne Scheel", + "Daniel Lakens", + "Peder Isager" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Psychologists must be able to test both for the presence of an effect and for the absence of an effect. In addition to testing against zero, researchers can use the two one-sided tests (TOST) procedure to test for equivalence and reject the presence of a smallest effect size of interest (SESOI). The TOST procedure can be used to determine if an observed effect is surprisingly small, given that a true effect at least as extreme as the SESOI exists. We explain a range of approaches to determine the SESOI in psychological science and provide detailed examples of how equivalence tests should be performed and reported. Equivalence tests are an important extension of the statistical tools psychologists currently use and enable researchers to falsify predictions about the presence, and declare the absence, of meaningful effects.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Social Science", + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Aging", + "Equivalence Testing", + "Falsification", + "Frequentist", + "Null-hypothesis", + "Null-hypothesis Significance Test", + "Open Materials", + "Open Science", + "Power" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1177/2515245918770963", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/equivalence-tests-a-practical-primer-for.md b/content/curated_resources/equivalence-tests-a-practical-primer-for.md new file mode 100644 index 00000000000..e1ea36f741c --- /dev/null +++ b/content/curated_resources/equivalence-tests-a-practical-primer-for.md @@ -0,0 +1,40 @@ +{ + "timestamp": "01/01/2020", + "title": "Equivalence Tests: A Practical Primer for t Tests, Correlations, and Meta-Analyses", + "link_to_resource": "https://journals.sagepub.com/doi/10.1177/1948550617697177", + "creators": [ + "Dani\u00ebl Lakens" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Scientists should be able to provide support for the absence of a meaningful effect. Currently, researchers often incorrectly conclude an effect is absent based a nonsignificant result. A widely recommended approach within a frequentist framework is to test for equivalence. In equivalence tests, such as the two one-sided tests (TOST) procedure discussed in this article, an upper and lower equivalence bound is specified based on the smallest effect size of interest. The TOST procedure can be used to statistically reject the presence of effects large enough to be considered worthwhile. This practical primer with accompanying spreadsheet and R package enables psychologists to easily perform equivalence tests (and power analyses) by setting equivalence bounds based on standardized effect sizes and provides recommendations to prespecify equivalence bounds. Extending your statistical tool kit with equivalence tests is an easy way to improve your statistical and theoretical inferences.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Reproducibility", + "Statistics" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1177/1948550617697177", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/erroneous-analyses-of-interactions-in-ne.md b/content/curated_resources/erroneous-analyses-of-interactions-in-ne.md new file mode 100644 index 00000000000..92a35eeb50e --- /dev/null +++ b/content/curated_resources/erroneous-analyses-of-interactions-in-ne.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-03T20:20:48.282Z", + "title": "Erroneous analyses of interactions in neuroscience: a problem of significance. ", + "link_to_resource": "https://doi.org/10.1038/nn.2886", + "creators": [ + "Nieuwenhuis", + "S.", + "Forstmann", + "B. U.", + "& Wagenmakers", + "E. J." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In theory, a comparison of two experimental effects requires a statistical test on their difference. In practice, this comparison is often based on an incorrect procedure involving two separate tests in which researchers conclude that effects differ when one effect is significant (P < 0.05) but the other is not (P > 0.05). We reviewed 513 behavioral, systems and cognitive neuroscience articles in five top-ranking journals (Science, Nature, Nature Neuroscience, Neuron and The Journal of Neuroscience) and found that 78 used the correct procedure and 79 used the incorrect procedure. An additional analysis suggests that incorrect analyses of interactions are even more common in cellular and molecular neuroscience. We discuss scenarios in which the erroneous procedure is particularly beguiling.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1038/nn.2886", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/error-tight-exercises-for-lab-groups-to.md b/content/curated_resources/error-tight-exercises-for-lab-groups-to.md new file mode 100644 index 00000000000..52ded2bf377 --- /dev/null +++ b/content/curated_resources/error-tight-exercises-for-lab-groups-to.md @@ -0,0 +1,39 @@ +{ + "timestamp": "6/10/2025 12:14:35", + "title": "Error Tight: Exercises for Lab Groups to Prevent Research Mistakes", + "link_to_resource": "https://doi.org/10.1037/met0000547", + "creators": [ + "Julia F. Strand", + "Carleton College" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Scientists, being human, make mistakes. We transcribe things incorrectly, we make errors in our code, and we intend to do things and then forget. The consequences of errors in research may be as minor as wasted time and annoyance, but may be as severe as losing months of work or having to retract an article. The purpose of this tutorial is to help lab groups identify places in their research workflow where errors may occur and identify ways to avoid them. To do this, this article applies concepts from human factors research on\nhow to create lab cultures and workflows that are intended to minimize errors. This article does not provide a one-size-fits-all set of guidelines for specific practices to use (e.g., one platform on which to backup data); instead, it gives examples of ways that mistakes can occur in research along with recommendations for systems that avoid and detect them. This tutorial is intended to be used as a discussion prompt prior to a lab meeting to help researchers reflect on their own processes and implement safeguards to avoid future errors.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Researcher" + ], + "subject_areas": [ + "Career and Technical Education", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Research; Lab Group; Lab Exercises; Tutorial; Error Prevention" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "10.1037/met0000547", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/establishing-trust-in-automated-reasonin.md b/content/curated_resources/establishing-trust-in-automated-reasonin.md new file mode 100644 index 00000000000..714a5673e1e --- /dev/null +++ b/content/curated_resources/establishing-trust-in-automated-reasonin.md @@ -0,0 +1,44 @@ +{ + "timestamp": "6/24/2024 16:05:13", + "title": "Establishing trust in automated reasoning", + "link_to_resource": "https://doi.org/10.31222/osf.io/nt96q", + "creators": [ + "Konrad Hinsen" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Since its beginnings in the 1940s, automated reasoning by computers has become a tool of ever growing importance in scientific research.So far, the rules underlying automated reasoning have mainly beenformulated by humans, in the form of program source code. Rulesderived from large amounts of data, via machine learning techniques,are a complementary approach currently under intense development.The question of why we should trust these systems, and the resultsobtained with their help, has been discussed by philosophers of sciencebut has so far received little attention by practitioners. The presentwork focuses on independent reviewing, an important source of trustin science, and identifies the characteristics of automated reasoningsystems that affect their reviewability. It also discusses possible stepstowards increasing reviewability and trustworthiness via a combinationof technical and social measure", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "computational science", + "machine learning", + "reliability", + "reviewability", + "software" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Research software engineering", + "doi": "10.31222/osf.io/nt96q", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/estimating-the-prevalence-of-transparenc.md b/content/curated_resources/estimating-the-prevalence-of-transparenc.md new file mode 100644 index 00000000000..d46bc65a584 --- /dev/null +++ b/content/curated_resources/estimating-the-prevalence-of-transparenc.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "Estimating the prevalence of transparency and reproducibility-related research practices in psychology (2014-2017)", + "link_to_resource": "https://osf.io/preprints/metaarxiv/9sz2y/", + "creators": [ + "Jessica Elizabeth Kosie", + "john Ioannidis", + "Joshua D Wallach", + "Mallory Kidwell", + "Robert T. Thibault", + "Tom Elis Hardwicke" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Psychological science is navigating an unprecedented period of introspection about the credibility and utility of its research. A number of reform initiatives aimed at increasing adoption of transparency and reproducibility-related research practices appear to have been effective in specific contexts; however, their broader, collective impact amidst a wider discussion about research credibility and reproducibility is largely unknown. In the present study, we estimated the prevalence of several transparency and reproducibility-related indicators in the psychology literature published between 2014-2017 by manually assessing these indicators in a random sample of 250 articles. Over half of the articles we examined were publicly available (154/237, 65% [95% confidence interval, 59% to 71%]). However, sharing of important research resources such as materials (26/183, 14% [10% to 19%]), study protocols (0/188, 0% [0% to 1%]), raw data (4/188, 2% [1% to 4%]), and analysis scripts (1/188, 1% [0% to 1%]) was rare. Pre-registration was also uncommon (5/188, 3% [1% to 5%]). Although many articles included a funding disclosure statement (142/228, 62% [56% to 69%]), conflict of interest disclosure statements were less common (88/228, 39% [32% to 45%]). Replication studies were rare (10/188, 5% [3% to 8%]) and few studies were included in systematic reviews (21/183, 11% [8% to 16%]) or meta-analyses (12/183, 7% [4% to 10%]). Overall, the findings suggest that transparent and reproducibility-related research practices are far from routine in psychological science. Future studies can use the present findings as a baseline to assess progress towards increasing the credibility and utility of psychology research.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/estimating-the-reproducibility-of-psycho.md b/content/curated_resources/estimating-the-reproducibility-of-psycho.md new file mode 100644 index 00000000000..4952af998e6 --- /dev/null +++ b/content/curated_resources/estimating-the-reproducibility-of-psycho.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-27T17:18:52.283Z", + "title": "Estimating the reproducibility of psychological science", + "link_to_resource": "https://doi.org/10.1126/science.aac4716", + "creators": [ + "Open Science Collaboration." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Reproducibility is a defining feature of science, but the extent to which it characterizes current research is unknown. We conducted replications of 100 experimental and correlational studies published in three psychology journals using high-powered designs and original materials when available. Replication effects were half the magnitude of original effects, representing a substantial decline. Ninety-seven percent of original studies had statistically significant results. Thirty-six percent of replications had statistically significant results; 47% of original effect sizes were in the 95% confidence interval of the replication effect size; 39% of effects were subjectively rated to have replicated the original result; and if no bias in original results is assumed, combining original and replication results left 68% with statistically significant effects. Correlational tests suggest that replication success was better predicted by the strength of original evidence than by characteristics of the original and replication teams.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution, Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study, Collection of large scale replications", + "doi": "10.1126/science.aac4716", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/estimating-the-unobserved-hierarchical-b.md b/content/curated_resources/estimating-the-unobserved-hierarchical-b.md new file mode 100644 index 00000000000..f9a9438bb4b --- /dev/null +++ b/content/curated_resources/estimating-the-unobserved-hierarchical-b.md @@ -0,0 +1,44 @@ +{ + "timestamp": "7/16/2025 4:57:44", + "title": "Estimating the Unobserved: Hierarchical Bayesian Estimation of Evidence Accumulation Models with Missing or Contaminant Data", + "link_to_resource": "https://timmerj1.github.io/censoring-truncation-study-EAMs/index.pdf", + "creators": [ + "https://timmerj1.github.io/censoring-truncation-study-EAMs/index.pdf" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This student project involved creating likelihood functions for the Bayesian estimation of cognitive parameters behind choices and response times in R, for the R package EMC2 of the Amsterdam Mathematical Psychology Lab. Particularly, the likelihood functions allow for good parameter recovery when data is missing (censoring and truncation), and when there are contaminant responses in the data. The improvement of censoring (taking the number of missing response times or choices into account) over truncation (discarding missing response times and choices) is tested in a fully reproducible simulation study.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher / Scientist" + ], + "subject_areas": [ + "Education", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "Ways of Working, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ethnography-vs-zombie-methodologies-what.md b/content/curated_resources/ethnography-vs-zombie-methodologies-what.md new file mode 100644 index 00000000000..3c338b78da3 --- /dev/null +++ b/content/curated_resources/ethnography-vs-zombie-methodologies-what.md @@ -0,0 +1,45 @@ +{ + "timestamp": "12/12/2024 6:44:02", + "title": "Ethnography vs. zombie methodologies: What anthropology can teach psychology about nonreproducibility", + "link_to_resource": "https://doi.org/10.1111/amet.13235", + "creators": [ + "Greg Downey" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Beginning in 2011, public scandals and high-visibility critiques of research methods in psychology fed a broader \u201creplication crisis\u201d: foundational experiments could not be replicated, and statistical methods in social psychology demonstrated vulnerability to fraud and manipulation. Even well-intended researchers following accepted psychological protocols\u2014zombie methodologies\u2014could unintentionally produce false positives. In response, social psychologists have called for greater sensitivity to cultural diversity, a deeper consideration of social context, and more methodological reflection. The contrast with anthropology is dramatic, highlighting some of the strengths of our field: methodological versatility, appreciation of human variability, theoretical creativity, and a solid foundation for synthetic, interdisciplinary collaboration grounded in our tradition of holism. The human sciences are an important audience for anthropologists, as the example of cognitive science shows.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Anthropological Holism", + "Anthropological Methods", + "Cultural Diversity", + "Human Variation", + "Integrative Pluralism", + "Replication Crisis", + "Zombie Methodology" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Questionable research practices & their prevalence", + "doi": "10.1111/amet.13235", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/european-sociological-association-journa.md b/content/curated_resources/european-sociological-association-journa.md new file mode 100644 index 00000000000..fb5000d0b1f --- /dev/null +++ b/content/curated_resources/european-sociological-association-journa.md @@ -0,0 +1,41 @@ +{ + "timestamp": "6/25/2024 4:27:24", + "title": "European Sociological Association journals European Societies and European Journal of Cultural and Political Sociology move to diamond open access at the MIT Press", + "link_to_resource": "https://mitpress.mit.edu/european-sociological-association-journals-european-societies-and-european-journal-of-cultural-and-political-sociology-move-to-diamond-open-access-at-the-mit-press/", + "creators": [ + "MIT Press" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The MIT Press is thrilled to announce a groundbreaking partnership with the European Sociological Association (ESA), marking a significant step forward in the world of academic open access publishing. We are proud to welcome European Societies and European Journal of Cultural and Political Sociology to MIT Press as premier diamond open access publications, with new issues commencing in 2025.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Journal", + "Open Access" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/evading-open-science-the-black-box-of-st.md b/content/curated_resources/evading-open-science-the-black-box-of-st.md new file mode 100644 index 00000000000..199f4b8fd41 --- /dev/null +++ b/content/curated_resources/evading-open-science-the-black-box-of-st.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2/20/2025 9:44:21", + "title": "Evading Open Science: The Black Box of Student Data Collection", + "link_to_resource": "https://doi.org/10.32872/spb.9411", + "creators": [ + "Marlene Sophie Altenm\u00fcller", + "Matthias Fligge", + "Mario Gollwitzer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "While Open Science has arguably initiated positive changes at some stages of the research process (e.g., increasing transparency through preregistration), problematic behaviors during data collection are still almost impossible to detect and pose a great risk to the validity and integrity of psychological research\u2014especially, when researchers use data collected by others (e.g., students). Exploring students\u2019 and supervisors\u2019 perspectives, the present registered report enlightens this \u201cblack box\u201d of student data collection, focusing on questionable research practices and research misconduct (QRP/M). The majority of students did not report having engaged in any problematic behaviors during data collection, but some QRP/M\u2014ranging from somewhat questionable to highly fraudulent\u2014seem quite common (e.g., telling participants the hypothesis beforehand, participating in one\u2019s own survey). We provide an overview of students\u2019 reported and supervisors\u2019 suspected data collection QRP/M, explore potential drivers for these behaviors based on the fraud triangle model (including pressures, opportunities, and rationalizations), and report how students and supervisors perceive the eligibility of student data for further uses (e.g., scientific publications). Moreover, we explore the role of the student-supervisor relationship (e.g., communication and expectations) and Open Science practices in student projects. In summary, our findings suggest the potential scientific value of data from student projects. Fostering transparent communication regarding expectations, experiences, and intentions between supervisors and students might further contribute to strengthening this prospect.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Questionable Research Practices", + "Research Misconduct", + "Data Collection", + "Supervision", + "Students" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution, Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate), Questionable research practices & their prevalence", + "doi": "10.32872/spb.9411", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/evading-open-science-the-black-box-of-st_2.md b/content/curated_resources/evading-open-science-the-black-box-of-st_2.md new file mode 100644 index 00000000000..77486cb7901 --- /dev/null +++ b/content/curated_resources/evading-open-science-the-black-box-of-st_2.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2/27/2025 3:23:33", + "title": "Evading Open Science: The Black Box of Student Data Collection", + "link_to_resource": "https://doi.org/10.32872/spb.9411", + "creators": [ + "Tobias Ludwig", + "Marlene Sophie Altenm\u00fcller", + "Leonhard Falk Florentin Schramm", + "Mathias Twardawski" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "While Open Science has arguably initiated positive changes at some stages of the research process (e.g., increasing transparency through preregistration), problematic behaviors during data collection are still almost impossible to detect and pose a great risk to the validity and integrity of psychological research\u2014especially, when researchers use data collected by others (e.g., students). Exploring students\u2019 and supervisors\u2019 perspectives, the present registered report enlightens this \u201cblack box\u201d of student data collection, focusing on questionable research practices and research misconduct (QRP/M). The majority of students did not report having engaged in any problematic behaviors during data collection, but some QRP/M\u2014ranging from somewhat questionable to highly fraudulent\u2014seem quite common (e.g., telling participants the hypothesis beforehand, participating in one\u2019s own survey). We provide an overview of students\u2019 reported and supervisors\u2019 suspected data collection QRP/M, explore potential drivers for these behaviors based on the fraud triangle model (including pressures, opportunities, and rationalizations), and report how students and supervisors perceive the eligibility of student data for further uses (e.g., scientific publications). Moreover, we explore the role of the student-supervisor relationship (e.g., communication and expectations) and Open Science practices in student projects. In summary, our findings suggest the potential scientific value of data from student projects. Fostering transparent communication regarding expectations, experiences, and intentions between supervisors and students might further contribute to strengthening this prospect.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Preregistration" + ], + "tags": [ + "Questionable Research Practices", + "Research Misconduct", + "Data Collection", + "Supervision", + "Students" + ], + "forrt_clusters_new": "Pre-analysis Planning, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Registered reports", + "doi": "10.32872/spb.9411", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/evaluating-content-related-validity-evid.md b/content/curated_resources/evaluating-content-related-validity-evid.md new file mode 100644 index 00000000000..ed911055a70 --- /dev/null +++ b/content/curated_resources/evaluating-content-related-validity-evid.md @@ -0,0 +1,60 @@ +{ + "timestamp": "10/23/2023 13:04:34", + "title": "Evaluating Content-Related Validity Evidence Using a Text-Based Machine Learning Procedure", + "link_to_resource": "https://doi.org/10.1111/emip.12314", + "creators": [ + "Daniel Anderson", + "Brock Rowley", + "Sondra Stegenga", + "P. Shawn Irvin", + "Joshua M. Rosenberg" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Validity evidence based on test content is critical to meaningful interpretation of test scores. Within high-stakes testing and accountability frameworks, content-related validity evidence is typically gathered via alignment studies, with panels of experts providing qualitative judgments on the degree to which test items align with the representative content standards. Various summary statistics are then calculated (e.g., categorical concurrence, balance of representation) to aid in decision-making. In this paper, we propose an alternative approach for gathering content-related validity evidence that capitalizes on the overlap in vocabulary used in test items and the corresponding content standards, which we define as textual congruence. We use a text-based, machine learning model, specifically topic modeling, to identify clusters of related content within the standards. This model then serves as the basis from which items are evaluated. We illustrate our method by building a model from the Next Generation Science Standards, with textual congruence evaluated against items within the Oregon statewide alternate assessment. We discuss the utility of this approach as a source of triangulating and diagnostic information and show how visualizations can be used to evaluate the overall coverage of the content standards across the test items.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "Machine Learning", + "Text-mining", + "Textual Congruence", + "Validity" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Questionable measurement practices (QMPs), validity & reliability issues.", + "doi": "10.1111/emip.12314", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/evaluating-registered-reports-a-naturali.md b/content/curated_resources/evaluating-registered-reports-a-naturali.md new file mode 100644 index 00000000000..67e2226a66b --- /dev/null +++ b/content/curated_resources/evaluating-registered-reports-a-naturali.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Evaluating Registered Reports: A Naturalistic Comparative Study of Article Impact", + "link_to_resource": "https://osf.io/5y8w7/", + "creators": [ + "Brian A. Nosek", + "Felix Singleton Thorn", + "Lilian T. Hummer", + "Timothy M. Errington" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Registered Reports (RRs) is a publishing model in which initial peer review is conducted prior to knowing the outcomes of the research. In-principle acceptance of papers at this review stage combats publication bias, and provides a clear distinction between confirmatory and exploratory research. Some editors raise a practical concern about adopting RRs. By reducing publication bias, RRs may produce more negative or mixed results and, if such results are not valued by the research community, receive less citations as a consequence. If so, by adopting RRs, a journal\u2019s impact factor may decline. Despite known flaws with impact factor, it is still used as a heuristic for judging journal prestige and quality. Whatever the merits of considering impact factor as a decision-rule for adopting RRs, it is worthwhile to know whether RRs are cited less than other articles. We will conduct a naturalistic comparison of citation and altmetric impact between published RRs and comparable empirical articles from the same journals.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Preregistration", + "Publishing", + "Registered Reports" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/evaluating-the-r-index-and-the-p-curve.md b/content/curated_resources/evaluating-the-r-index-and-the-p-curve.md new file mode 100644 index 00000000000..b16ee341bfe --- /dev/null +++ b/content/curated_resources/evaluating-the-r-index-and-the-p-curve.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-09T07:29:09.914Z", + "title": "Evaluating the R-Index and the P-Curve", + "link_to_resource": "http://disjointedthinking.jeffhughes.ca/2015/01/evaluating-r-index-p-curve/", + "creators": [ + "Jeff Hughes" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This blog evaluates the R-Index and the P-Curve", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Student", + "Researcher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/evaluating-what-works.md b/content/curated_resources/evaluating-what-works.md new file mode 100644 index 00000000000..dd42928c976 --- /dev/null +++ b/content/curated_resources/evaluating-what-works.md @@ -0,0 +1,39 @@ +{ + "timestamp": "7/2/2025 13:27:56", + "title": "Evaluating What Works ", + "link_to_resource": "https://bookdown.org/dorothy_bishop/Evaluating_What_Works/", + "creators": [ + "Dorothy Bishop and Paul Thompson" + ], + "material_type": [ + "Reading", + "Book" + ], + "education_level": [ + "Career /Technical" + ], + "abstract": "This book is not a how-to-do-it manual, so much as a why-to-do-it. Our main goal is to instill in the reader awareness of the numerous sources of bias that can lead to mistaken conclusions when evaluating interventions. Real-life examples are provided with the aim of providing an intuitive understanding of these issues. Of course, it is not much use telling people what not to do if you don\u2019t also give guidance on approaches that are effective. We will illustrate ways in which different research designs can overcome problems, but it is beyond the scope of this book to give detailed instructions on how to implement different methods: instead, we will point readers to other sources that give more in-depth information.\n\nOur focus is on quantitative research methods. Qualitative research methods are increasingly recognized as providing an important complementary perspective on intervention research, by throwing light on the reasons why people - both those receiving intervention and those implementing it - behave as they do. Sometimes it makes more sense to do a qualitative study to refine a research question before diving in using methods that require that everything is converted into numbers (Greenhalgh & Taylor, 1997). If you feel that a quantitative study is missing out on something essential and important about how and why intervention works, this may be an indication that a qualitative study is needed to scope out the problem more fully. Our expertise, however, is with quantitative methods, and our aim is to write a basic explainer of how such studies are designed, and what biases and pitfalls they can involve.\n\nThe intended readership is those who have little or no background in statistics. Lack of statistical training is a massive obstacle to practitioners who want to do intervention research: it not only makes design and analysis of a study daunting, but it also limits what messages the reader can take from the existing literature. This book should be seen as complementing rather than substituting for a technical introduction to statistics. Many readers may be reluctant to study statistics in more depth, but it is hoped that the account given here will give them confidence to approach statistics in the published literature with a more critical eye, to recognize when the advice of a professional statistician is needed, and to communicate more effectively with statisticians. We recommend Russell Poldrack\u2019s open source text Statistical Thinking for the 21st Century as a complement to this book for those who wish to learn more about statistics.\n\nIntervention research is a branch of science, and you can\u2019t do good science without adopting a critical perspective \u2013 to the research of yourself as well as others. We hope this book will make it easier to do that and so to improve intervention research in a range of non-medical fields.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Practitioners" + ], + "subject_areas": [ + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Intervention Research; Bias; Evaluation; Statistical Literacy" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/evaluation-of-transparency-and-openness.md b/content/curated_resources/evaluation-of-transparency-and-openness.md new file mode 100644 index 00000000000..937a0ee89db --- /dev/null +++ b/content/curated_resources/evaluation-of-transparency-and-openness.md @@ -0,0 +1,54 @@ +{ + "timestamp": "10/16/2023 14:06:33", + "title": "Evaluation of Transparency and Openness Guidelines in Physical Therapy Journals", + "link_to_resource": "https://doi.org/10.1093/ptj/pzad133", + "creators": [ + "Jacqueline Plante", + "Leigh Langerwerf", + "Mareli Klopper", + "Daniel I Rhon", + "Jodi L Young" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Objective\nThe goals of this study were to evaluate the extent that physical therapy journals support open science research practices by adhering to the Transparency and Openness Promotion guidelines and to assess the relationship between journal scores and their respective journal impact factor.\n\nMethods\nScimago, mapping studies, the National Library of Medicine, and journal author guidelines were searched to identify physical therapy journals for inclusion. Journals were graded on 10 standards (29 available total points) related to transparency with data, code, research materials, study design and analysis, preregistration of studies and statistical analyses, replication, and open science badges. The relationship between journal transparency and openness scores and their journal impact factor was determined.\n\nResults\nThirty-five journals\u2019 author guidelines were assigned transparency and openness factor scores. The median score (interquartile range) across journals was 3.00 out of 29 (3.00) points (for all journals the scores ranged from 0\u20138). The 2 standards with the highest degree of implementation were design and analysis transparency (reporting guidelines) and study preregistration. No journals reported on code transparency, materials transparency, replication, and open science badges. Transparency and openness promotion factor scores were a significant predictor of journal impact factor scores.\n\nConclusion\nThere is low implementation of the transparency and openness promotion standards by physical therapy journals. Transparency and openness promotion factor scores demonstrated predictive abilities for journal impact factor scores. Policies from journals must improve to make open science practices the standard in research. Journals are in an influential position to guide practices that can improve the rigor of publication which, ultimately, enhances the evidence-based information used by physical therapists.\n\nImpact\nTransparent, open, and reproducible research will move the profession forward by improving the quality of research and increasing the confidence in results for implementation in clinical care.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research", + "Academic Life and Culture" + ], + "tags": [ + "Openness", + "Reproducibility of Results", + "Research", + "Science", + "Transparency" + ], + "forrt_clusters_new": "Replication and meta-research, Academic Structures and Institutions", + "forrt_sub_clusters": "Meta-research, Research assessment, proposals, and reforms", + "doi": "10.1093/ptj/pzad133", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/everything-hertz.md b/content/curated_resources/everything-hertz.md new file mode 100644 index 00000000000..41d80eebf81 --- /dev/null +++ b/content/curated_resources/everything-hertz.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-16T11:07:57.302Z", + "title": "Everything Hertz", + "link_to_resource": "https://soundcloud.com/everything-hertz", + "creators": [ + "Sound Cloud" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Podcast" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A podcast about open science and psychology", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Podcast", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/evidence-of-insufficient-quality-of-repo.md b/content/curated_resources/evidence-of-insufficient-quality-of-repo.md new file mode 100644 index 00000000000..870c0dd0a15 --- /dev/null +++ b/content/curated_resources/evidence-of-insufficient-quality-of-repo.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Evidence of insufficient quality of reporting in patent landscapes in the life sciences", + "link_to_resource": "https://www.nature.com/articles/nbt.3809", + "creators": [ + "Andrew J. Carr", + "David A. Brindley", + "Hannah Thomas", + "James A. Smith", + "Zeeshaan Arshad" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Despite the importance of patent landscape analyses in the commercialization process for life science and healthcare technologies, the quality of reporting for patent landscapes published in academic journals is inadequate. Patents in the life sciences are a critical metric of innovation and a cornerstone for the commercialization of new life-science- and healthcare-related technologies. Patent landscaping has emerged as a methodology for analyzing multiple patent documents to uncover technological trends, geographic distributions of patents, patenting trends and scope, highly cited patents and a number of other uses. Many such analyses are published in high-impact journals, potentially allowing them to gain high visibility among academic, industry and government stakeholders. Such analyses may be used to inform decision-making processes, such as prioritization of funding areas, identification of commercial competition (and therefore strategy development), or implementation of policy to encourage innovation or to ensure responsible licensing of technologies. Patent landscaping may also provide a means for answering fundamental questions regarding the benefits and drawbacks of patenting in the life sciences, a subject on which there remains considerable debate but limited empirical evidence.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Engineering", + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Licensing", + "Reproducibility" + ], + "forrt_clusters_new": "Research Integrity, Qualitative Research", + "forrt_sub_clusters": "Standards and guidelines for rigorous qualitative research, Research Integrity, Social Responsibility, and Equity", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/evolution-of-reporting-p-values-in-the-b.md b/content/curated_resources/evolution-of-reporting-p-values-in-the-b.md new file mode 100644 index 00000000000..0bd19225a15 --- /dev/null +++ b/content/curated_resources/evolution-of-reporting-p-values-in-the-b.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-24T12:27:53.785Z", + "title": "Evolution of Reporting P Values in the Biomedical Literature, 1990-2015", + "link_to_resource": "https://doi.org/10.1001/jama.2016.1952", + "creators": [ + "David Chavalarias", + "Joshua David Wallach", + "Alvin Ho Ting Li", + "John P A Ioannidis" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Importance: The use and misuse of P values has generated extensive debates. Objective: To evaluate in large scale the P values reported in the abstracts and full text of biomedical research articles over the past 25 years and determine how frequently statistical information is presented in ways other than P values. Design: Automated text-mining analysis was performed to extract data on P values reported in 12,821,790 MEDLINE abstracts and in 843,884 abstracts and full-text articles in PubMed Central (PMC) from 1990 to 2015. Reporting of P values in 151 English-language core clinical journals and specific article types as classified by PubMed also was evaluated. A random sample of 1000 MEDLINE abstracts was manually assessed for reporting of P values and other types of statistical information; of those abstracts reporting empirical data, 100 articles were also assessed in full text. Main outcomes and measures: P values reported. Results: Text mining identified 4,572,043 P values in 1,608,736 MEDLINE abstracts and 3,438,299 P values in 385,393 PMC full-text articles. Reporting of P values in abstracts increased from 7.3% in 1990 to 15.6% in 2014. In 2014, P values were reported in 33.0% of abstracts from the 151 core clinical journals (n = 29,725 abstracts), 35.7% of meta-analyses (n = 5620), 38.9% of clinical trials (n = 4624), 54.8% of randomized controlled trials (n = 13,544), and 2.4% of reviews (n = 71,529). The distribution of reported P values in abstracts and in full text showed strong clustering at P values of .05 and of .001 or smaller. Over time, the \"best\" (most statistically significant) reported P values were modestly smaller and the \"worst\" (least statistically significant) reported P values became modestly less significant. Among the MEDLINE abstracts and PMC full-text articles with P values, 96% reported at least 1 P value of .05 or lower, with the proportion remaining steady over time in PMC full-text articles. In 1000 abstracts that were manually reviewed, 796 were from articles reporting empirical data; P values were reported in 15.7% (125/796 [95% CI, 13.2%-18.4%]) of abstracts, confidence intervals in 2.3% (18/796 [95% CI, 1.3%-3.6%]), Bayes factors in 0% (0/796 [95% CI, 0%-0.5%]), effect sizes in 13.9% (111/796 [95% CI, 11.6%-16.5%]), other information that could lead to estimation of P values in 12.4% (99/796 [95% CI, 10.2%-14.9%]), and qualitative statements about significance in 18.1% (181/1000 [95% CI, 15.8%-20.6%]); only 1.8% (14/796 [95% CI, 1.0%-2.9%]) of abstracts reported at least 1 effect size and at least 1 confidence interval. Among 99 manually extracted full-text articles with data, 55 reported P values, 4 presented confidence intervals for all reported effect sizes, none used Bayesian methods, 1 used false-discovery rates, 3 used sample size/power calculations, and 5 specified the primary outcome. Conclusions and relevance: In this analysis of P values reported in MEDLINE abstracts and in PMC articles from 1990-2015, more MEDLINE abstracts and articles reported P values over time, almost all abstracts and articles with P values reported statistically significant results, and, in a subgroup analysis, few articles included confidence intervals, Bayes factors, or effect sizes. Rather than reporting isolated P values, articles should include effect sizes and uncertainty metrics.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1001/jama.2016.1952", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/excess-success-for-psychology-articles-i.md b/content/curated_resources/excess-success-for-psychology-articles-i.md new file mode 100644 index 00000000000..2eb534fb7e9 --- /dev/null +++ b/content/curated_resources/excess-success-for-psychology-articles-i.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-08T18:08:58.444Z", + "title": "Excess Success for Psychology Articles in the Journal Science", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0114255", + "creators": [ + "Gregory Francis", + "Jay Tanzman", + "William J. Matthews" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This article describes a systematic analysis of the relationship between empirical data and theoretical conclusions for a set of experimental psychology articles published in the journal Science between 2005\u20132012. When the success rate of a set of empirical studies is much higher than would be expected relative to the experiments\u2019 reported effects and sample sizes, it suggests that null findings have been suppressed, that the experiments or analyses were inappropriate, or that the theory does not properly follow from the data. The analyses herein indicate such excess success for 83% (15 out of 18) of the articles in Science that report four or more studies and contain sufficient information for the analysis. This result suggests a systematic pattern of excess success among psychology articles in the journal Science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1371/journal.pone.0114255", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/expectations-for-replications-are-yours.md b/content/curated_resources/expectations-for-replications-are-yours.md new file mode 100644 index 00000000000..0afaec1803b --- /dev/null +++ b/content/curated_resources/expectations-for-replications-are-yours.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-05T19:13:59.055Z", + "title": "Expectations for Replications: Are Yours Realistic?", + "link_to_resource": "https://doi.org/10.1177/1745691614528518", + "creators": [ + "David J Stanley 1", + "Jeffrey R Spence" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Failures to replicate published psychological research findings have contributed to a \"crisis of confidence.\" Several reasons for these failures have been proposed, the most notable being questionable research practices and data fraud. We examine replication from a different perspective and illustrate that current intuitive expectations for replication are unreasonable. We used computer simulations to create thousands of ideal replications, with the same participants, wherein the only difference across replications was random measurement error. In the first set of simulations, study results differed substantially across replications as a result of measurement error alone. This raises questions about how researchers should interpret failed replication attempts, given the large impact that even modest amounts of measurement error can have on observed associations. In the second set of simulations, we illustrated the difficulties that researchers face when trying to interpret and replicate a published finding. We also assessed the relative importance of both sampling error and measurement error in producing variability in replications. Conventionally, replication attempts are viewed through the lens of verifying or falsifying published findings. We suggest that this is a flawed perspective and that researchers should adjust their expectations concerning replications and shift to a meta-analytic mind-set.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1177/1745691614528518", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/experimentation-and-manipulation-with-pr.md b/content/curated_resources/experimentation-and-manipulation-with-pr.md new file mode 100644 index 00000000000..e8950a53225 --- /dev/null +++ b/content/curated_resources/experimentation-and-manipulation-with-pr.md @@ -0,0 +1,52 @@ +{ + "timestamp": "12/14/2023 13:37:17", + "title": "Experimentation and manipulation with preregistration", + "link_to_resource": "https://doi.org/10.1016/j.geb.2021.09.002", + "creators": [ + "Mike Felgenhauer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Preregistration requires scientists to describe the planned research activities before their project begins. Preregistration improves transparency in empirical research and is an institutional response to scientific misconduct. This paper studies the impact of a preregistration requirement in a model in which a sender can generate information for a receiver by running private experiments. The sender can also engage in uninformative manipulation. This paper argues that a preregistration requirement can discourage p-hacking, but also result in even more detrimental faked studies.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Experimentation", + "Manipulation" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1016/j.geb.2021.09.002", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/experimenter-as-automaton-experimenter-a.md b/content/curated_resources/experimenter-as-automaton-experimenter-a.md new file mode 100644 index 00000000000..cf18f497c03 --- /dev/null +++ b/content/curated_resources/experimenter-as-automaton-experimenter-a.md @@ -0,0 +1,56 @@ +{ + "timestamp": "10/23/2023 13:00:59", + "title": "Experimenter as automaton; experimenter as human: Exploring the position of the researcher in scientific research", + "link_to_resource": "https://doi.org/10.1007/s13194-020-00324-7", + "creators": [ + "Sarahanne M. Field", + "Maarten Derksen" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The crisis of confidence in the social sciences has many corollaries which impact our research practices. One of these is a push towards maximal and mechanical objectivity in quantitative research. This stance is reinforced by major journals and academic institutions that subtly yet certainly link objectivity with integrity and rigor. The converse implication of this may be an association between subjectivity and low quality. Subjectivity is one of qualitative methodology\u2019s best assets, however. In qualitative methodology, that subjectivity is often given voice through reflexivity. It is used to better understand our own role within the research process, and is a means through which the researcher may oversee how they influence their research. Given that the actions of researchers have led to the poor reproducibility characterising the crisis of confidence, it is worthwhile to consider whether reflexivity can help improve the validity of research findings in quantitative psychology. In this report, we describe a combination approach of research: the data of a series of interviews helps us elucidate the link between reflexive practice and quality of research, through the eyes of practicing academics. Through our exploration of the position of the researcher in their research, we shed light on how the reflections of the researcher can impact the quality of their research findings, in the context of the current crisis of confidence. The validity of these findings is tempered, however, by limitations to the sample, and we advise caution on the part of our audience in their reading of our conclusions.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Reflexivity", + "Subjectivity", + "Reproducibility" + ], + "forrt_clusters_new": "Qualitative Research", + "forrt_sub_clusters": "Reflexivity and positionality", + "doi": "10.1007/s13194-020-00324-7", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/experiments-with-more-than-one-random-fa.md b/content/curated_resources/experiments-with-more-than-one-random-fa.md new file mode 100644 index 00000000000..1ff15f8c7ed --- /dev/null +++ b/content/curated_resources/experiments-with-more-than-one-random-fa.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-28T13:18:50.167Z", + "title": "Experiments with More Than One Random Factor: Designs, Analytic Models, and Statistical Power.", + "link_to_resource": "https://doi.org/10.1146/annurev-psych-122414-033702", + "creators": [ + "Judd", + "C. M.", + "Westfall", + "J.", + "& Kenny", + "D. A." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Traditional methods of analyzing data from psychological experiments are based on the assumption that there is a single random factor (normally participants) to which generalization is sought. However, many studies involve at least two random factors (e.g., participants and the targets to which they respond, such as words, pictures, or individuals). The application of traditional analytic methods to the data from such studies can result in serious bias in testing experimental effects. In this review, we develop a comprehensive typology of designs involving two random factors, which may be either crossed or nested, and one fixed factor, condition. We present appropriate linear mixed models for all designs and develop effect size measures. We provide the tools for power estimation for all designs. We then discuss issues of design choice, highlighting power and feasibility considerations. Our goal is to encourage appropriate analytic methods that produce replicable results for studies involving new samples of both participants and targets.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "10.1146/annurev-psych-122414-033702", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/exploratory-factor-analysis.md b/content/curated_resources/exploratory-factor-analysis.md new file mode 100644 index 00000000000..b204ec0f009 --- /dev/null +++ b/content/curated_resources/exploratory-factor-analysis.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-19T16:43:29.962Z", + "title": "Exploratory Factor Analysis", + "link_to_resource": "https://www.amazon.com/Exploratory-Factor-Analysis-Understanding-Statistics/dp/0199734178?ie=UTF8&psc=1&redirect=true&ref_=oh_aui_detailpage_o00_s00", + "creators": [ + "Leandre R. Fabrigar", + "Dueane T. Wegener" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "This book provides a non-mathematical introduction to the underlying theory of Efa and reviews the key decisions that must be made in its implementation. Among the issues discussed are the use of confirmatory versus exploratory factor analysis, the use of principal components analysis versus common factor analysis, procedures for determining the appropriate number of factors, and methods for rotating factor solutions. Explanations and illustrations of the application of different factor analytic procedures are provided for analyses using common statistical packages (Spss and Sas), as well as a free package available on the web (Comprehensive Exploratory Factor Analysis). In addition, practical instructions are provided for conducting a number of useful factor analytic procedures not included in the statistical packages.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Book" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Exploratory and confirmatory analyses", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/exploratory-hypothesis-tests-can-be-more.md b/content/curated_resources/exploratory-hypothesis-tests-can-be-more.md new file mode 100644 index 00000000000..101f955f83c --- /dev/null +++ b/content/curated_resources/exploratory-hypothesis-tests-can-be-more.md @@ -0,0 +1,59 @@ +{ + "timestamp": "10/23/2023 11:45:44", + "title": "Exploratory hypothesis tests can be more compelling than confirmatory hypothesis tests", + "link_to_resource": "https://doi.org/10.1080/09515089.2022.2113771", + "creators": [ + "Mark Rubin", + "Chris Donkin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Preregistration has been proposed as a useful method for making a publicly verifiable distinction between confirmatory hypothesis tests, which involve planned tests of ante hoc hypotheses, and exploratory hypothesis tests, which involve unplanned tests of post hoc hypotheses. This distinction is thought to be important because it has been proposed that confirmatory hypothesis tests provide more compelling results (less uncertain, less tentative, less open to bias) than exploratory hypothesis tests. In this article, we challenge this proposition and argue that there are several advantages of exploratory hypothesis tests that can make their results more compelling than those of confirmatory hypothesis tests. We also consider some potential disadvantages of exploratory hypothesis tests and conclude that their advantages can outweigh the disadvantages. We conclude that exploratory hypothesis tests avoid researcher commitment and researcher prophecy biases, reduce the probability of data fraud, are more appropriate in the context of unplanned deviations, facilitate inference to the best explanation, and allow peer reviewers to make additional contributions at the data analysis stage. In contrast, confirmatory hypothesis tests may lead to an inappropriate level of confidence in research conclusions, less appropriate analyses in the context of unplanned deviations, and greater bias and errors in theoretical inferences.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Parent", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Accommodation", + "Exploratory Analyses", + "Confirmatory Analyses", + "Prediction", + "Preregistration", + "Hypothesis Testing" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Exploratory and confirmatory analyses", + "doi": "10.1080/09515089.2022.2113771", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/exploratory-hypothesis-tests-can-be-more_2.md b/content/curated_resources/exploratory-hypothesis-tests-can-be-more_2.md new file mode 100644 index 00000000000..e3585f64397 --- /dev/null +++ b/content/curated_resources/exploratory-hypothesis-tests-can-be-more_2.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/27/2025 4:50:15", + "title": "Exploratory hypothesis tests can be more compelling than confirmatory hypothesis tests", + "link_to_resource": "https://doi.org/10.1080/09515089.2022.2113771", + "creators": [ + "Mark Rubin and Chris Donkin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Preregistration has been proposed as a useful method for making a publicly verifiable distinction between confirmatory hypothesis tests, which involve planned tests of ante hoc hypotheses, and exploratory hypothesis tests, which involve unplanned tests of post hoc hypotheses. This distinction is thought to be important because it has been proposed that confirmatory hypothesis tests provide more compelling results (less uncertain, less tentative, less open to bias) than exploratory hypothesis tests. In this article, we challenge this proposition and argue that there are several advantages of exploratory hypothesis tests that can make their results more compelling than those of confirmatory hypothesis tests. We also consider some potential disadvantages of exploratory hypothesis tests and conclude that their advantages can outweigh the disadvantages. We conclude that exploratory hypothesis tests avoid researcher commitment and researcher prophecy biases, reduce the probability of data fraud, are more appropriate in the context of unplanned deviations, facilitate inference to the best explanation, and allow peer reviewers to make additional contributions at the data analysis stage. In contrast, confirmatory hypothesis tests may lead to an inappropriate level of confidence in research conclusions, less appropriate analyses in the context of unplanned deviations, and greater bias and errors in theoretical inferences.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Preregistration" + ], + "tags": [ + "Accommodation", + "Exploratory Analyses", + "Confirmatory Analyses", + "Prediction", + "Preregistration", + "Hypothesis Testing" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Exploratory and confirmatory analyses", + "doi": "10.1080/09515089.2022.2113771", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/exploring-pre-registration-and-pre-analy.md b/content/curated_resources/exploring-pre-registration-and-pre-analy.md new file mode 100644 index 00000000000..ed2f2af8672 --- /dev/null +++ b/content/curated_resources/exploring-pre-registration-and-pre-analy.md @@ -0,0 +1,53 @@ +{ + "timestamp": "10/30/2023 13:07:33", + "title": "Exploring Pre-registration and Pre-analysis Plans for Qualitative Inference", + "link_to_resource": "https://www.researchgate.net/profile/Florian_Kern4/publication/319141144_Exploring_Pre-registration_and_Pre-analysis_Plans_for_Qualitative_Inference/links/599455d60f7e9b98953af045/Exploring-Pre-registration-and-Pre-analysis-Plans-for-Qualitative-Inference.pdf", + "creators": [ + "Florian G. Kern", + "Kristian Skrede Gleditsch" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Adult Education" + ], + "abstract": "In recent years, the discipline of political science has experienced demands and moves toward greater research transparency. While in quantitative research increased transparency through replication has become a fairly accepted convention, in qualitative political science, the debate over whether and how to practice transparency is on-going. The practical tools and guidelines put forward to increase reliability of qualitative work so far emphasize a later stage of research, i.e. the phase of data analysis and sharing transcripts. To complement these suggestions, in this paper we explore how pre-registration and pre-analysis plans \u2013 as more recently introduced in experimental social science \u2013 can foster production transparency and analytic transparency in qualitative research. We argue that a \u201cqualitative version\u201d of pre-registration and PAPs can potentially incorporate a variety of approaches to inference.We discuss the general bene\ufb01ts and costs of such tools, and how they could inform qualitative research.Then, we provide a pre-registration template for such purposes.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Transparency", + "Replication", + "Qualitative Inference", + "Pre-Analysis Plans", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one., Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/exploring-regulatory-flexibility-to-crea.md b/content/curated_resources/exploring-regulatory-flexibility-to-crea.md new file mode 100644 index 00000000000..b7c39e3530f --- /dev/null +++ b/content/curated_resources/exploring-regulatory-flexibility-to-crea.md @@ -0,0 +1,47 @@ +{ + "timestamp": "12/19/2024 4:04:30", + "title": "Exploring regulatory flexibility to create novel incentives to optimize drug discovery", + "link_to_resource": "https://doi.org/10.3389/fmed.2024.1379966", + "creators": [ + "Jacqueline A. Sullivan", + "E. Richard Gold" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Efforts by governments, firms, and patients to deliver pioneering drugs for critical health needs face a challenge of diminishing efficiency in developing those medicines. While multi-sectoral collaborations involving firms, researchers, patients, and policymakers are widely recognized as crucial for countering this decline, existing incentives to engage in drug development predominantly target drug manufacturers and thereby do little to stimulate collaborative innovation. In this mini review, we consider the unexplored potential within pharmaceutical regulations to create novel incentives to encourage a diverse set of actors from the public and private spheres to engage in the kind of collaborative knowledge exchange requisite for fostering enhanced innovation in early drug development.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Collaboration", + "Drug Development", + "Incentives", + "Open Science", + "Patents", + "Regulatory Exclusivity" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.3389/fmed.2024.1379966", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/fabbs-open-science-statement.md b/content/curated_resources/fabbs-open-science-statement.md new file mode 100644 index 00000000000..5f365e24329 --- /dev/null +++ b/content/curated_resources/fabbs-open-science-statement.md @@ -0,0 +1,44 @@ +{ + "timestamp": "1/13/2025 6:09:55", + "title": "FABBS Open Science Statement ", + "link_to_resource": "https://fabbs.org/wp-content/uploads/2024/03/FABBS-Open-Science-Statement.pdf", + "creators": [ + "Federation of Associations in Behavioural & Brain Sciences (FABBS)" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The Federation of Associations in Behavioral and Brain Sciences (FABBS) is a coalition \nof 29 scientific societies and 60 academic departments that come together to \nadvance the rigor, impact, equity, and accessibility of our disciplines. To these ends, \nFABBS champions the principles and practices of open science. \n \nAs a coalition, FABBS has an opportunity to foster discipline-specific norms and good \npractices. FABBS is pleased to provide the following guidance on a range of open \nscience-related activities. We hope that this statement will serve as a tool to calibrate \nlanguage and further the conversation. Accordingly, FABBS has created and will \ncontinue to grow the FABBS Open Science Hub. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "FABBS", + "Open Science" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Structures and incentives in academia, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/facilitating-open-science-practices-for.md b/content/curated_resources/facilitating-open-science-practices-for.md new file mode 100644 index 00000000000..fc08baff128 --- /dev/null +++ b/content/curated_resources/facilitating-open-science-practices-for.md @@ -0,0 +1,57 @@ +{ + "timestamp": "10/27/2023 13:42:39", + "title": "Facilitating open science practices for research syntheses: PreregRS guides preregistration", + "link_to_resource": "https://doi.org/10.1002/jrsm.1540", + "creators": [ + "J\u00fcrgen Schneider", + "Iris Backfisch", + "Andreas Lachner" + ], + "material_type": [ + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Researchers increasingly engage in adopting open science practices in the field of research syntheses, such as preregistration. Preregistration is a central open science practice in empirical research to enhance transparency in the research process and it gains steady adoption in the context of conducting research synthesis. From an interdisciplinary perspective, frameworks and particularly templates are lacking which support researchers preparing a preregistration. To this end, we introduce preregRS, a template to guide researchers across disciplines through the process of preregistering research syntheses. We utilized an R Markdown template file to provide a framework that structures the process of preparing a preregistration. Researchers can write up the preregistration using the template file similar to filling out a form, with the template providing additional hints and further information for the decisions along the framework. We integrated the R Markdown template in an R package for easy installation and use, but also provide a browser-based option for users granting low-barrier access. PreregRS constitutes a first step to facilitate and support preregistration with research syntheses for all disciplines. It further adds to establishing open science practices in conducting research syntheses.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Open Science", + "Preregistration", + "Rmarkdown", + "R Package" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.1002/jrsm.1540", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/fact-sheet-biden-harris-administration-t.md b/content/curated_resources/fact-sheet-biden-harris-administration-t.md new file mode 100644 index 00000000000..f21f4649ed4 --- /dev/null +++ b/content/curated_resources/fact-sheet-biden-harris-administration-t.md @@ -0,0 +1,43 @@ +{ + "timestamp": "1/9/2025 10:09:27", + "title": "FACT SHEET: Biden-\u2060Harris Administration Takes New Action to Crack Down on Junk Fees in Higher Education", + "link_to_resource": "https://bidenwhitehouse.archives.gov/briefing-room/statements-releases/2024/03/15/fact-sheet-biden-harris-administration-takes-new-action-to-crack-down-on-junk-fees-in-higher-education/", + "creators": [ + "wh.gov" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Reforms would save students and borrowers billions in unnecessary fees and improve the college and loan repayment experience. Today, the Biden-Harris Administration is announcing new steps to crack down on hidden junk fees as part of President Biden\u2019s agenda to lower costs for students and families paying for college. Junk fees are hidden costs or surprise fees that companies and institutions include on customer or student bills, increasing their costs. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Education Fees", + "Higher Education", + "Junk Fees", + "Students", + "Borrowers" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Equity", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/facts-are-more-important-than-novelty-re.md b/content/curated_resources/facts-are-more-important-than-novelty-re.md new file mode 100644 index 00000000000..9a65ed49433 --- /dev/null +++ b/content/curated_resources/facts-are-more-important-than-novelty-re.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-22T19:29:31.744Z", + "title": "Facts Are More Important Than Novelty: Replication in the Education Sciences", + "link_to_resource": "https://doi.org/10.3102/0013189X14545513", + "creators": [ + "Matthew C. Makel and Jonathan A. Plucker" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Despite increased attention to methodological rigor in education research, the field has focused heavily on experimental design and not on the merit of replicating important results. The present study analyzed the complete publication history of the current top 100 education journals ranked by 5-year impact factor and found that only 0.13% of education articles were replications. Contrary to previous findings in medicine, but similar to psychology, the majority of education replications successfully replicated the original studies. However, replications were significantly less likely to be successful when there was no overlap in authorship between the original and replicating articles. The results emphasize the importance of third-party, direct replications in helping education research improve its ability to shape education policy and practice.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications", + "doi": "10.3102/0013189X14545513", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/faculty-of-science-course-syllabus.md b/content/curated_resources/faculty-of-science-course-syllabus.md new file mode 100644 index 00000000000..db7895bfac3 --- /dev/null +++ b/content/curated_resources/faculty-of-science-course-syllabus.md @@ -0,0 +1,40 @@ +{ + "timestamp": "6/25/2025 13:42:06", + "title": "Faculty of Science Course Syllabus", + "link_to_resource": "https://osf.io/8ecbz", + "creators": [ + "Sean Mackinnon" + ], + "material_type": [ + "Full Course", + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This seminar class will focus on the theme of Reproducibility in Social Psychology. We will \ndiscuss issues surrounding open science as well as the \u201creplication crisis\u201d in social psychology. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Social Psychology" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/fair-health-data-in-the-national-and-int.md b/content/curated_resources/fair-health-data-in-the-national-and-int.md new file mode 100644 index 00000000000..960deeed662 --- /dev/null +++ b/content/curated_resources/fair-health-data-in-the-national-and-int.md @@ -0,0 +1,53 @@ +{ + "timestamp": "1/9/2025 10:35:35", + "title": "FAIR health data in the national and international data space", + "link_to_resource": "https://link.springer.com/article/10.1007/s00103-024-03884-8", + "creators": [ + "Dagmar Waltemath", + "Oya Beyan", + "Katrin Crameri", + "Angela Dedi\u00e9", + "Kerstin Gierend", + "Petra Gr\u00f6ber", + "Esther Thea Inau", + "Lea Michaelis", + "Ines Reinecke", + "Martin Sedlmayr", + "Sylvia Thun & Dagmar Krefting" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Health data are extremely important in today\u2019s data-driven world. Through automation, healthcare processes can be optimized, and clinical decisions can be supported. For any reuse of data, the quality, validity, and trustworthiness of data are essential, and it is the only way to guarantee that data can be reused sensibly. Specific requirements for the description and coding of reusable data are defined in the FAIR guiding principles for data stewardship. Various national research associations and infrastructure projects in the German healthcare sector have already clearly positioned themselves on the FAIR principles: both the infrastructures of the Medical Informatics Initiative and the University Medicine Network operate explicitly on the basis of the FAIR principles, as do the National Research Data Infrastructure for Personal Health Data and the German Center for Diabetes Research.\n\nTo ensure that a resource complies with the FAIR principles, the degree of FAIRness should first be determined (so-called FAIR assessment), followed by the prioritization for improvement steps (so-called FAIRification). Since 2016, a set of tools and guidelines have been developed for both steps, based on the different, domain-specific interpretations of the FAIR principles.\n\nNeighboring European countries have also invested in the development of a national framework for semantic interoperability in the context of the FAIR (Findable, Accessible, Interoperable, Reusable) principles. Concepts for comprehensive data enrichment were developed to simplify data analysis, for example, in the European Health Data Space or via the Observational Health Data Sciences and Informatics network. With the support of the European Open Science Cloud, among others, structured FAIRification measures have already been taken for German health datasets.", + "language": [ + "German" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Data Management", + "Interoperability", + "Data integration", + "IT infrastructure", + "German Network University Medicine" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Metadata standards, Research data management", + "doi": "10.1007/s00103-024-03884-8", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/faking-science-a-true-story-of-academic.md b/content/curated_resources/faking-science-a-true-story-of-academic.md new file mode 100644 index 00000000000..366b256cc55 --- /dev/null +++ b/content/curated_resources/faking-science-a-true-story-of-academic.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-16T06:36:40.345Z", + "title": "Faking Science: A True Story of Academic Fraud", + "link_to_resource": "https://errorstatistics.files.wordpress.com/2014/12/fakingscience-20141214.pdf", + "creators": [ + "Diederik Stapel/Translated by Nicholas J. L. Brown" + ], + "material_type": [ + "Primary Source" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A book about Academic Fraud", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Textbook", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Scientific Misconduct: Fabrication and Falsification", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/false-positive-citations.md b/content/curated_resources/false-positive-citations.md new file mode 100644 index 00000000000..e1a923cd2b6 --- /dev/null +++ b/content/curated_resources/false-positive-citations.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-03T20:19:21.703Z", + "title": "False-Positive Citations", + "link_to_resource": "https://doi.org/10.1177/1745691617698146", + "creators": [ + "Joseph P. Simmons", + "Leif D. Nelson", + "and Uri Simonsohn" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "We describe why we wrote \u201cFalse-Positive Psychology,\u201d analyze how it has been cited, and explain why the integrity of experimental psychology hinges on the full disclosure of methods, the sharing of materials and data, and, especially, the preregistration of analyses.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Questionable research practices & their prevalence", + "doi": "10.1177/1745691617698146", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/false-positive-psychology-undisclosed-fl.md b/content/curated_resources/false-positive-psychology-undisclosed-fl.md new file mode 100644 index 00000000000..5450180bfce --- /dev/null +++ b/content/curated_resources/false-positive-psychology-undisclosed-fl.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-31T18:21:50.623Z", + "title": "False-Positive Psychology: Undisclosed Flexibility in Data Collection and Analysis Allows Presenting Anything as Significant", + "link_to_resource": "https://doi.org/10.1177/0956797611417632", + "creators": [ + "Joseph P. Simmons", + "Leif D. Nelson", + "Uri Simonsohn" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In this article, we accomplish two things. First, we show that despite empirical psychologists\u2019 nominal endorsement of a low rate of false-positive findings (\u2264 .05), flexibility in data collection, analysis, and reporting dramatically increases actual false-positive rates. In many cases, a researcher is more likely to falsely find evidence that an effect exists than to correctly find evidence that it does not. We present computer simulations and a pair of actual experiments that demonstrate how unacceptably easy it is to accumulate (and report) statistically significant evidence for a false hypothesis. Second, we suggest a simple, low-cost, and straightforwardly effective disclosure-based solution to this problem. The solution involves six concrete requirements for authors and four guidelines for reviewers, all of which impose a minimal burden on the publication process.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution, Research Integrity", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Questionable Research Practices and Responsible Research Practices", + "doi": "10.1177/0956797611417632", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/false-positive-psychology.md b/content/curated_resources/false-positive-psychology.md new file mode 100644 index 00000000000..43f90e3ecfb --- /dev/null +++ b/content/curated_resources/false-positive-psychology.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-11T11:01:00.922Z", + "title": "False Positive Psychology", + "link_to_resource": "https://osf.io/4sehf/", + "creators": [ + "Dermot Lynott" + ], + "material_type": [ + "Lecture", + "Lecture Notes", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A lecture on when analysis goes wrong A look at false-positive psychology", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Lecture", + "Reproducibility Knowledge" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/falsely-reassuring-analyses-of-all-p-val.md b/content/curated_resources/falsely-reassuring-analyses-of-all-p-val.md new file mode 100644 index 00000000000..3387774b807 --- /dev/null +++ b/content/curated_resources/falsely-reassuring-analyses-of-all-p-val.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-09T07:25:38.751Z", + "title": "Falsely Reassuring: Analyses of ALL p-values", + "link_to_resource": "http://datacolada.org/2015/08/24/41-falsely-reassuring-analyses-of-all-p-values-2/", + "creators": [ + "Uri Simonsohn" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A blog post that describes analyses of all p-values", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/falsifiability-is-not-optional.md b/content/curated_resources/falsifiability-is-not-optional.md new file mode 100644 index 00000000000..56c301afa5e --- /dev/null +++ b/content/curated_resources/falsifiability-is-not-optional.md @@ -0,0 +1,49 @@ +{ + "timestamp": "2020-05-31T18:59:38.336Z", + "title": "Falsifiability Is Not Optional", + "link_to_resource": "https://doi.org/10.1037/pspi0000106", + "creators": [ + "LeBel", + "E. P.", + "Berger", + "D.", + "Campbell", + "L.", + "& Loving", + "T. J. (2017)." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Finkel, Eastwick, and Reis (2016; FER2016) argued the post-2011 methodological reform movement has focused narrowly on replicability, neglecting other essential goals of research. We agree multiple scientific goals are essential, but argue, however, a more fine-grained language, conceptualization, and approach to replication is needed to accomplish these goals. Replication is the general empirical mechanism for testing and falsifying theory. Sufficiently methodologically similar replications, also known as direct replications, test the basic existence of phenomena and ensure cumulative progress is possible a priori. In contrast, increasingly methodologically dissimilar replications, also known as conceptual replications, test the relevance of auxiliary hypotheses (e.g., manipulation and measurement issues, contextual factors) required to productively investigate validity and generalizability. Without prioritizing replicability, a field is not empirically falsifiable. We also disagree with FER2016\u2019s position that \u201cbigger samples are generally better, but . . . that very large samples could have the downside of commandeering resources that would have been better invested in other studies\u201d (abstract). We identify problematic assumptions involved in FER2016\u2019s modifications of our original research-economic model, and present an improved model that quantifies when (and whether) it is reasonable to worry that increasing statistical power will engender potential trade-offs. Sufficiently powering studies (i.e., >80%) maximizes both research efficiency and confidence in the literature (research quality). Given that we are in agreement with FER2016 on all key open science points, we are eager to start seeing the accelerated rate of cumulative knowledge development of social psychological phenomena such a sufficiently transparent, powered, and falsifiable approach will generate.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Purposes of replication attempts - what is a \u2018failed\u2019 replication?, Direct vs. conceptual replications", + "doi": "10.1037/pspi0000106", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/fearing-the-future-of-empirical-psycholo.md b/content/curated_resources/fearing-the-future-of-empirical-psycholo.md new file mode 100644 index 00000000000..af8d2d82390 --- /dev/null +++ b/content/curated_resources/fearing-the-future-of-empirical-psycholo.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-06-10T18:55:24.184Z", + "title": "Fearing the future of empirical psychology: Bem\u2019s (2011) evidence of psi as a case study in deficiencies in modal research practice. ", + "link_to_resource": "http://dx.doi.org/10.1037/a0025172", + "creators": [ + "LeBel", + "E.P.", + "& Peters", + "K.R." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In this methodological commentary, we use Bem\u2019s (2011) recent article reporting experimental evidence for psi as a case study for discussing important deficiencies in modal research practice in empirical psychology. We focus on (a) overemphasis on conceptual rather than close replication, (b) insufficient attention to verifying the soundness of measurement and experimental procedures, and (c) flawed implementation of null hypothesis significance testing. We argue that these deficiencies contribute to weak method-relevant beliefs that, in conjunction with overly strong theory-relevant beliefs, lead to a systemic and pernicious bias in the interpretation of data that favors a researcher\u2019s theory. Ultimately, this interpretation bias increases the risk of drawing incorrect conclusions about human psychology. Our analysis points to concrete recommendations for improving research practice in empirical psychology. We recommend (a) a stronger emphasis on close replication, (b) routinely verifying the integrity of measurement instruments and experimental procedures, and (c) using stronger, more diagnostic forms of null hypothesis testing.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Direct vs. conceptual replications, Questionable research practices & their prevalence", + "doi": "10.1037/a0025172", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/feasibility-of-emulating-clinical-trials.md b/content/curated_resources/feasibility-of-emulating-clinical-trials.md new file mode 100644 index 00000000000..1a1cdf12be1 --- /dev/null +++ b/content/curated_resources/feasibility-of-emulating-clinical-trials.md @@ -0,0 +1,50 @@ +{ + "timestamp": "10/9/2023 10:54:17", + "title": "Feasibility of Emulating Clinical Trials Supporting US FDA Supplemental Indication Approvals of Drugs and Biologics", + "link_to_resource": "https://doi.org/10.1001/jamainternmed.2023.4073", + "creators": [ + "Guneet S. Janda", + "Joshua D. Wallach", + "Meera M. Dhodapkar", + "Reshma Ramachandran", + "Joseph S. Ross" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The US Food and Drug Administration (FDA) has developed a framework to use data gathered outside of clinical trials (eg, electronic health record [EHR] and insurance claims data) for evaluations of medical product safety and effectiveness. These methods, typically characterized as target trial emulations, are expected to be most useful for evaluating new clinical indications for authorized drugs and postmarketing trial requirements. Previous studies found that few trials can be feasibly emulated using claims and/or structured EHR data. Accordingly, we examined the feasibility of using contemporary data gathered outside clinical trials to emulate the pivotal trials supporting supplemental new drug applications (sNDAs) and supplemental biologics license applications (sBLAs) approved by the FDA from 2017 to 2019.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher", + "Librarian", + "researcher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Clinical Trials", + "Data", + "Drugs", + "Biologics" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Public and Private Partnerships", + "doi": "10.1001/jamainternmed.2023.4073", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/feeling-the-future-experimental-evidence.md b/content/curated_resources/feeling-the-future-experimental-evidence.md new file mode 100644 index 00000000000..78ce9ab0c7f --- /dev/null +++ b/content/curated_resources/feeling-the-future-experimental-evidence.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-10T18:57:19.428Z", + "title": "Feeling the Future: Experimental Evidence for Anomalous Retroactive Influences on Cognition and Affect", + "link_to_resource": "https://doi.org/10.1037/a0021524", + "creators": [ + "Daryl J Bem" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The term psi denotes anomalous processes of information or energy transfer that are currently unexplained in terms of known physical or biological mechanisms. Two variants of psi are precognition (conscious cognitive awareness) and premonition (affective apprehension) of a future event that could not otherwise be anticipated through any known inferential process. Precognition and premonition are themselves special cases of a more general phenomenon: the anomalous retroactive influence of some future event on an individual's current responses, whether those responses are conscious or nonconscious, cognitive or affective. This article reports 9 experiments, involving more than 1,000 participants, that test for retroactive influence by \"time-reversing\" well-established psychological effects so that the individual's responses are obtained before the putatively causal stimulus events occur. Data are presented for 4 time-reversed effects: precognitive approach to erotic stimuli and precognitive avoidance of negative stimuli; retroactive priming; retroactive habituation; and retroactive facilitation of recall. The mean effect size (d) in psi performance across all 9 experiments was 0.22, and all but one of the experiments yielded statistically significant results. The individual-difference variable of stimulus seeking, a component of extraversion, was significantly correlated with psi performance in 5 of the experiments, with participants who scored above the midpoint on a scale of stimulus seeking achieving a mean effect size of 0.43. Skepticism about psi, issues of replication, and theories of psi are also discussed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "The politics of replicating famous studies", + "doi": "10.1037/a0021524", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/fifty-years-of-research-on-questionable.md b/content/curated_resources/fifty-years-of-research-on-questionable.md new file mode 100644 index 00000000000..0b72f5bfe78 --- /dev/null +++ b/content/curated_resources/fifty-years-of-research-on-questionable.md @@ -0,0 +1,58 @@ +{ + "timestamp": "10/23/2023 10:36:11", + "title": "Fifty years of research on questionable research practises in science: Quantitative analysis of co-citation patterns", + "link_to_resource": "https://doi.org/10.1098/rsos.230677", + "creators": [ + "Michelle Jin Yee Neoh", + "Alessandro Carollo", + "Albert Lee", + "Gianluca Esposito" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Questionable research practises (QRPs) have been the focus of the scientific community amid greater scrutiny and evidence highlighting issues with replicability across many fields of science. To capture the most impactful publications and the main thematic domains in the literature on QRPs, this study uses a document co-citation analysis. The analysis was conducted on a sample of 341 documents that covered the past 50 years of research in QRPs. Nine major thematic clusters emerged. Statistical reporting and statistical power emerged as key areas of research, where systemic-level factors in how research is conducted are consistently raised as the precipitating factors for QRPs. There is also an encouraging shift in the focus of research into open science practises designed to address engagement in QRPs. Such a shift is indicative of the growing momentum of the open science movement, and more research can be conducted on how these practises are employed on the ground and how their uptake by researchers can be further promoted. However, the results suggest that, while pre-registration and registered reports receive the most research interest, less attention has been paid to other open science practises (e.g. data sharing).", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Scientific Integrity", + "Ethics of Research", + "Questionable Research Practices" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "10.1098/rsos.230677", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/finding-evaluating-open-data.md b/content/curated_resources/finding-evaluating-open-data.md new file mode 100644 index 00000000000..a885c851b78 --- /dev/null +++ b/content/curated_resources/finding-evaluating-open-data.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Finding & Evaluating Open Data", + "link_to_resource": "https://docs.google.com/presentation/d/1mkRkN6S1FQmFiR2YiJJxAKdCK7JjyTQxde5thKsCsHA/edit?usp=sharing", + "creators": [ + "Vicky Steeves" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Introduction to finding and evaluating Open Data by NYU DataServices.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-nc", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Licenses", + "Open Data", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management, Licenses and reuse", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/fishing-commitment-and-communication-a-p.md b/content/curated_resources/fishing-commitment-and-communication-a-p.md new file mode 100644 index 00000000000..ca83e3563ea --- /dev/null +++ b/content/curated_resources/fishing-commitment-and-communication-a-p.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-07T19:33:16.857Z", + "title": "Fishing, Commitment, and Communication: A Proposal for Comprehensive Nonbinding Research Registration", + "link_to_resource": "https://doi.org/10.1093/pan/mps021", + "creators": [ + "Macartan Humphreys", + "Raul Sanchez de la Sierra and Peter van der Windt" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Social scientists generally enjoy substantial latitude in selecting measures and models for hypothesis testing. Coupled with publication and related biases, this latitude raises the concern that researchers may intentionally or unintentionally select models that yield positive findings, leading to an unreliable body of published research. To combat this \u201cfishing\u201d problem in medical studies, leading journals now require preregistration of designs that emphasize the prior identification of dependent and independent variables. However, we demonstrate here that even with this level of advanced specification, the scope for fishing is considerable when there is latitude over selection of covariates, subgroups, and other elements of an analysis plan. These concerns could be addressed through the use of a form of comprehensive registration. We experiment with such an approach in the context of an ongoing field experiment for which we drafted a complete \u201cmock report\u201d of findings using fake data on treatment assignment. We describe the advantages and disadvantages of this form of registration and propose that a comprehensive but nonbinding approach be adopted as a first step to combat fishing by social scientists. Likely effects of comprehensive but nonbinding registration are discussed, the principal advantage being communication rather than commitment, in particular that it generates a clear distinction between exploratory analyses and genuine tests.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Questionable research practices & their prevalence", + "doi": "10.1093/pan/mps021", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/five-selfish-reasons-to-work-reproducibl.md b/content/curated_resources/five-selfish-reasons-to-work-reproducibl.md new file mode 100644 index 00000000000..17cf8b7a89a --- /dev/null +++ b/content/curated_resources/five-selfish-reasons-to-work-reproducibl.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "Five selfish reasons to work reproducibly", + "link_to_resource": "https://genomebiology.biomedcentral.com/articles/10.1186/s13059-015-0850-7", + "creators": [ + "Florian Markowetz" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "And so, my fellow scientists: ask not what you can do for reproducibility; ask what reproducibility can do for you! Here, I present five reasons why working reproducibly pays off in the long run and is in the self-interest of every ambitious, career-oriented scientist.A complex equation on the left half of a black board, an even more complex equation on the right half. A short sentence links the two equations: \u201cHere a miracle occurs\u201d. Two mathematicians in deep thought. \u201cI think you should be more explicit in this step\u201d, says one to the other.This is exactly how it seems when you try to figure out how authors got from a large and complex data set to a dense paper with lots of busy figures. Without access to the data and the analysis code, a miracle occurred. And there should be no miracles in science.Working transparently and reproducibly has a lot to do with empathy: put yourself into the shoes of one of your collaboration partners and ask yourself, would that person be able to access my data and make sense of my analyses. Learning the tools of the trade (Box 1) will require commitment and a massive investment of your time and energy. A priori it is not clear why the benefits of working reproducibly outweigh its costs.Here are some reasons: because reproducibility is the right thing to do! Because it is the foundation of science! Because the world would be a better place if everyone worked transparently and reproducibly! You know how that reasoning sounds to me? Just like yaddah, yaddah, yaddah \u2026It\u2019s not that I think these reasons are wrong. It\u2019s just that I am not much of an idealist; I don\u2019t care how science should be. I am a realist; I try to do my best given how science actually is. And, whether you like it or not, science is all about more publications, more impact factor, more money and more career. More, more, more\u2026 so how does working reproducibly help me achieve more as a scientist.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Organizational Change", + "Reproducibility", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Computational reproducibility", + "doi": "10.1186/s13059-015-0850-7", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/flood-of-fake-science-forces-multiple-jo.md b/content/curated_resources/flood-of-fake-science-forces-multiple-jo.md new file mode 100644 index 00000000000..604a419e98b --- /dev/null +++ b/content/curated_resources/flood-of-fake-science-forces-multiple-jo.md @@ -0,0 +1,47 @@ +{ + "timestamp": "1/16/2025 4:22:07", + "title": "Flood of Fake Science Forces Multiple Journal Closures", + "link_to_resource": "https://www.wsj.com/science/academic-studies-research-paper-mills-journals-publishing-f5a3d4bc?st=jlwr04emuzmcbtx&reflink=desktopwebshare_permalink", + "creators": [ + "Nidhi Subbaraman" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Fake studies have flooded the publishers of top scientific journals, leading to thousands of retractions and millions of dollars in lost revenue. The biggest hit has come to Wiley, a 217-year-old publisher based in Hoboken, N.J., which Tuesday will announce that it is closing 19 journals, some of which were infected by large-scale research fraud. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Business and Communication", + "Education", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Fake Science", + "Scientific Journals", + "Wiley" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/forcing-a-deterministic-frame-on-probabi.md b/content/curated_resources/forcing-a-deterministic-frame-on-probabi.md new file mode 100644 index 00000000000..cfc706310da --- /dev/null +++ b/content/curated_resources/forcing-a-deterministic-frame-on-probabi.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2/27/2025 5:04:33", + "title": "Forcing a Deterministic Frame on Probabilistic Phenomena: A Communication Blind Spot in Media Coverage of the \u201cReplication Crisis''", + "link_to_resource": "https://doi.org/10.1177/10755470241239947", + "creators": [ + "Carol Ting and Sander Greenland" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The current controversy surrounding research replication in biomedical and psychosocial sciences often overlooks the uncertainties surrounding both the original and replication studies. Overemphasizing single attempts as definitive replication successes or failures, as exemplified by media coverage of the landmark Reproducibility Project: Psychology, fosters misleading dichotomies and erodes public trust. To avoid such unintended consequences, science communicators should more clearly articulate statistical variation and other uncertainty sources in replication, while emphasizing the cumulative nature of science in general and replication in particular.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Replication", + "Science Communicators" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Science communication and public outreach", + "doi": "10.1177/10755470241239947", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/forrt-s-open-and-reproducible-science-sy.md b/content/curated_resources/forrt-s-open-and-reproducible-science-sy.md new file mode 100644 index 00000000000..6fc53505a68 --- /dev/null +++ b/content/curated_resources/forrt-s-open-and-reproducible-science-sy.md @@ -0,0 +1,52 @@ +{ + "timestamp": "6/16/2025 13:33:50", + "title": "FORRT\u2019s Open and Reproducible Science Syllabus", + "link_to_resource": "https://forrt.org/syllabus", + "creators": [ + "FORRT" + ], + "material_type": [ + "Syllabus", + "Syllabi" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "To provide educators with an example of how they can draw resources from FORRT\u2019s educational nexus to integrate open scholarship into their teaching, FORRT has developed an Open and Reproducible Science 101 syllabus.", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education", + "Education", + "History", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research", + "Academic Life and Culture" + ], + "tags": [ + "List of Syllabi" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/forrt-summaries.md b/content/curated_resources/forrt-summaries.md new file mode 100644 index 00000000000..e2de98cec1f --- /dev/null +++ b/content/curated_resources/forrt-summaries.md @@ -0,0 +1,47 @@ +{ + "timestamp": "4/8/2025 9:38:05", + "title": "FORRT Summaries", + "link_to_resource": "https://forrt.org/summaries/", + "creators": [ + "Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Reading", + "Summaries" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The FORRT community has prepared 100+ summaries of Open and Reproducible Science literature. The purpose of these summaries is to reduce some of the burden on educators looking to incorporate open and reproducible research principles into their teaching as well as facilitate the edification of anyone wishing to learn or disseminate open and reproducible science tenets.\n\nThese summaries are very much a work in progress. We would love to receive your criticism, areas for improvement, ideas, and help.\n\nYou can find the summaries via the menu in the left. We made a distinction between \u201c Open and Reproducible Science\u201d summaries and \u201c Diversity, Equity, & Inclusion\u201d summaries to highlight that the topics of social injustices and DEI (diversity, equity and inclusion) are often neglected in academia, and in open and reproducible science literature. We have also prepared a .pdf version (coming soon!) in case you want to keep a copy for yourself. If you are an educator, you may also be interested in our FORRT Syllabus on Open and Reproducible Science (.pdf & G-doc), which is based on FORRT Clusters.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Summaries; Open and Reproducible Science; Diversity", + "Equity", + "& Inclusion" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/foster-open-science.md b/content/curated_resources/foster-open-science.md new file mode 100644 index 00000000000..6706fc045c2 --- /dev/null +++ b/content/curated_resources/foster-open-science.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "Foster Open Science", + "link_to_resource": "https://www.fosteropenscience.eu/", + "creators": [ + "FOSTER Open Science" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The FOSTER portal is an e-learning platform that brings together the best training resources addressed to those who need to know more about Open Science, or need to develop strategies and skills for implementing Open Science practices in their daily workflows. Here you will find a growing collection of training materials. Many different users - from early-career researchers, to data managers, librarians, research administrators, and graduate schools - can benefit from the portal. In order to meet their needs, the existing materials will be extended from basic to more advanced-level resources. In addition, discipline-specific resources will be created.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Policy", + "Publishing" + ], + "forrt_clusters_new": "Research Integrity", + "forrt_sub_clusters": "Education and Training in Research Integrity", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/four-simple-recommendations-to-encourage.md b/content/curated_resources/four-simple-recommendations-to-encourage.md new file mode 100644 index 00000000000..033e9f00cc7 --- /dev/null +++ b/content/curated_resources/four-simple-recommendations-to-encourage.md @@ -0,0 +1,86 @@ +{ + "timestamp": "01/01/2020", + "title": "Four simple recommendations to encourage best practices in research software", + "link_to_resource": "https://f1000research.com/articles/6-876/v1", + "creators": [ + "Alejandra Gonzalez-Beltran", + "Allegra Via", + "Andrew Treloar", + "B\u00e9r\u00e9nice Batut", + "Bernard Pope", + "Bj\u00f6rn Gr\u00fcningJonas Hagberg", + "Brane Lesko\u0161ek", + "Carole Goble", + "Daniel S. Katz", + "Daniel Vaughan", + "David Mellor", + "Federico L\u00f3pez G\u00f3mez", + "Ferran Sanz", + "Harry-Anton Talvik", + "Horst Pichler", + "Ilian Todorov", + "Jon Ison", + "Josep Ll. Gelp\u00ed", + "Leyla Garcia", + "Luis J. Oliveira", + "Maarten van Gompel", + "Madison Flannery", + "Manuel Corpas", + "Maria V. Schneider", + "Martin Cook", + "Mateusz Kuzak", + "Michelle Barker", + "Mikael Borg", + "Monther Alhamdoosh", + "Montserrat Gonz\u00e1lez Ferreiro", + "Nathan S. Watson-Haigh", + "Neil Chue Hong", + "Nicola Mulder", + "Petr Holub", + "Philippa C. Griffin", + "Radka Svobodov\u00e1 Va\u0159ekov\u00e1", + "Rados\u0142aw Suchecki", + "Rafael C. Jim\u00e9nez", + "Robert Pergl", + "Rob Hooft", + "Rowland Mosbergen", + "Salvador Capella-Gutierrez", + "Simon Gladman", + "Sonika Tyagi", + "Steve Crouchc", + "Victoria Stodden", + "Xiaochuan Wang", + "Yasset Perez-Riverol" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Scientific research relies on computer software, yet software is not always developed following practices that ensure its quality and sustainability. This manuscript does not aim to propose new software development best practices, but rather to provide simple recommendations that encourage the adoption of existing best practices. Software development best practices promote better quality software, and better quality software improves the reproducibility and reusability of research. These recommendations are designed around Open Source values, and provide practical suggestions that contribute to making research software and its source code more discoverable, reusable and transparent. This manuscript is aimed at developers, but also at organisations, projects, journals and funders that can increase the quality and sustainability of research software by encouraging the adoption of these recommendations.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Research software engineering", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/framework-for-value-based-academic-asses.md b/content/curated_resources/framework-for-value-based-academic-asses.md new file mode 100644 index 00000000000..56d86f1ab32 --- /dev/null +++ b/content/curated_resources/framework-for-value-based-academic-asses.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/27/2025 3:30:13", + "title": "Framework for Value Based Academic Assessment", + "link_to_resource": "https://doi.org/10.17605/OSF.IO/Z9XSR", + "creators": [ + "Erin McKiernan", + "Caitlin Carter", + "Michael R Dougherty", + "and Greg Tananbaum" + ], + "material_type": [ + "Asssessment" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "We present a framework designed to help academic institutions and departments rethink and reform academic assessments - including tenure and promotion evaluations - using a values-based approach. For each of the 14 values included, we outline some scoping considerations, representative academic activities or scholarly outputs, and possible behavioral indicators that could embody these values and be evaluated. This framework is not exhaustive, and will likely depend on disciplinary considerations, but we share these examples as a starting point to hopefully encourage reforms. To accompany the framework, we also provide a list of existing resources from other groups that include recommendations for how different elements of this framework (e.g. public engagement) could be assessed.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Values-Based Academic Assessment", + "Framework" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "10.17605/OSF.IO/Z9XSR", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/free-and-low-cost-resources-for-graduate.md b/content/curated_resources/free-and-low-cost-resources-for-graduate.md new file mode 100644 index 00000000000..d7f93dafc0c --- /dev/null +++ b/content/curated_resources/free-and-low-cost-resources-for-graduate.md @@ -0,0 +1,43 @@ +{ + "timestamp": "10/25/2020 18:58:28", + "title": "Free and low cost resources for graduate students, postdocs, and early career researchers (or really anyone else)", + "link_to_resource": "https://docs.google.com/document/d/1IFbHIN5OOAO0qz-VfCU9nEx4-x6CfArj1-d8ylA2vsU/edit", + "creators": [ + "Dr Jaclyn Siegel" + ], + "material_type": [ + "Reading", + "Resource list" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A list of free or cheap resources (e.g. free and open statistical software) that support the processes of science ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian", + "Early career researchers" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Open science" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/from-mental-health-breakfast-interventio.md b/content/curated_resources/from-mental-health-breakfast-interventio.md new file mode 100644 index 00000000000..c50990743a5 --- /dev/null +++ b/content/curated_resources/from-mental-health-breakfast-interventio.md @@ -0,0 +1,42 @@ +{ + "timestamp": "4/8/2025 9:22:49", + "title": "From mental-health breakfast interventions to evidence-based practice", + "link_to_resource": "https://forrt.org/pedagogies/004-thomas-rhys-evans/", + "creators": [ + "Dr. Thomas Rhys Evans & Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Module", + "Interview" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "We are thrilled to present our new Pedagogies, which features Dr. Thomas Rhys Evans. Thomas is Associate Professor of Occupational Psychology (from September 2024 he\u2019ll be Professor in Organizational Psychology and Open Scholarship) at the University of Greenwich and a very active member of FORRT! His research focuses, among other things, on using meta-psychology and Open Science practices to understand the quality of evidence in Psychology. In this FORRT\u2019s Pedagogies, Thomas shares insights on the 12-week module on evidence-based practice he developed and taught for the first time in 2023. We discussed the philosophy behind the course, how it relates to Open Science, his students\u2019 reactions, and so much more. You can watch the interview in the video or read a summary of their main points below. Make sure to also check the 12-week module, which is fully available (including teaching materials, students\u2019 reports etc) on the Open Science Framework (link below).", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Teaching; Pedagogy; Critical Skills; Evidence Based Practice; Module" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/from-policy-to-practice-lessons-learned.md b/content/curated_resources/from-policy-to-practice-lessons-learned.md new file mode 100644 index 00000000000..6a2b788eaf7 --- /dev/null +++ b/content/curated_resources/from-policy-to-practice-lessons-learned.md @@ -0,0 +1,55 @@ +{ + "timestamp": "12/13/2023 14:45:37", + "title": "From policy to practice: Lessons learned from an open science funding initiative", + "link_to_resource": "https://doi.org/10.1371/journal.pcbi.1011626", + "creators": [ + "Sonya B. Dumanis", + "Kristen Ratan", + "Souad McIntosh", + "Hetal V. Shah", + "Matt Lewis", + "Timothy H. Vines", + "Randy Schekman", + "Ekemini A. Riley" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In the past few years, there has been a notable shift in the open science landscape as more countries and international agencies release recommendations and implementation guidelines for open scholarship. In August 2022, the US White House Office of Science and Technology (OSTP) released a memo with guidance that all federally funded research articles be (1) open access and (2) include sharing of underlying datasets in public repositories. The global open scholarship conversation has shifted from making a case for open science to developing operational workflows to assess, monitor, and enforce open policies that can normalize, simplify, and streamline these processes for use in daily research practice. As various workflows are proposed, there is a need for collective action across funders, institutions, and governments to align on open science policies and practices to reduce the cost and friction of adoption.\n\nHere, we examine the practices of the Aligning Science Across Parkinson\u2019s (ASAP) initiative, whose mission is to accelerate the pace of discovery and inform the path to a cure for Parkinson\u2019s disease through collaboration, research-enabling resources, and data sharing. ASAP was conceived through an open-by-design framework from the start. To learn more, please see the ASAP Blueprint for Collaborative Open Science, which provides a detailed overview of the ASAP open science policies, templates, and reports. Grantees within the ASAP Collaborative Research Network (CRN), an international, multidisciplinary, and multi-institutional network of collaborating investigators, are already required to be compliant with the recommendations of the OSTP memo by adhering to ASAP\u2019s open science policies. For example, ASAP requires the posting of a preprint at the time of (or before) article submission, immediate open access for all publications, and a mandatory CC-BY license. Additionally, at the time of publication, all underlying research outputs (protocols, code, datasets) must be posted to a FAIR repository and all research outputs from ASAP-funded research must have DOIs or other appropriate identifiers, such as RRIDs for material resources, appropriately linked to the manuscript (see Table 1 for list of identifier types). Here, we evaluate the feasibility, ease, impact, and improvement to our open science policies as they were implemented within the ASAP CRN program and discuss our lessons learned to assist other funders and institutions considering open science implementation.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Computer Software", + "Open Science", + "Science Policy", + "Research Assessment", + "Software Tools", + "Parkinson Disease", + "Programming Languages", + "Reproducibility" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "10.1371/journal.pcbi.1011626", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/from-pre-registration-to-publication-a-n.md b/content/curated_resources/from-pre-registration-to-publication-a-n.md new file mode 100644 index 00000000000..a59227cab43 --- /dev/null +++ b/content/curated_resources/from-pre-registration-to-publication-a-n.md @@ -0,0 +1,57 @@ +{ + "timestamp": "10/27/2023 13:45:55", + "title": "From pre-registration to publication: A non-technical primer for conducting a meta-analysis to synthesize correlational data", + "link_to_resource": "https://doi.org/10.3389/fpsyg.2015.01549", + "creators": [ + "Daniel S. Quintana" + ], + "material_type": [ + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Meta-analysis synthesizes a body of research investigating a common research question. Outcomes from meta-analyses provide a more objective and transparent summary of a research area than traditional narrative reviews. Moreover, they are often used to support research grant applications, guide clinical practice, and direct health policy. The aim of this article is to provide a practical and non-technical guide for psychological scientists that outlines the steps involved in planning and performing a meta-analysis of correlational datasets. I provide a supplementary R script to demonstrate each analytical step described in the paper, which is readily adaptable for researchers to use for their analyses. While the worked example is the analysis of a correlational dataset, the general meta-analytic process described in this paper is applicable for all types of effect sizes. I also emphasize the importance of meta-analysis protocols and pre-registration to improve transparency and help avoid unintended duplication. An improved understanding this tool will not only help scientists to conduct their own meta-analyses but also improve their evaluation of published meta-analyses.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses" + ], + "tags": [ + "Meta-Analysis", + "Primer", + "Methods", + "Preregistration", + "Statistics", + "Publication Bias" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Tools to check yourself and others", + "doi": "10.3389/fpsyg.2015.01549", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/from-private-incentives-to-public-health.md b/content/curated_resources/from-private-incentives-to-public-health.md new file mode 100644 index 00000000000..63c8975f359 --- /dev/null +++ b/content/curated_resources/from-private-incentives-to-public-health.md @@ -0,0 +1,56 @@ +{ + "timestamp": "9/5/2023 10:24:07", + "title": "From private incentives to public health need: rethinking research and development for pandemic preparedness", + "link_to_resource": "https://doi.org/10.1016/s2214-109x(23)00328-5", + "creators": [ + "Els Torreele", + "Daniel Wolfe", + "Michel Kazatchkine", + "Amadou Sall", + "Kiat Ruxrungtham", + "Joseph Robert Anderson Fitchett", + "Joanne Liu", + "Gary Kobinger", + "Claudia Vaca-Gonz\u00e1lez", + "Carolina G\u00f3mez", + "Petro Terblanche", + "Soumya Swaminathan", + "Piero Olliaro", + "Helen Clark" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Pandemic preparedness and response have relied primarily on market dynamics to drive development and availability of new health products. Building on calls for transformation, we propose a new value proposition that instead prioritises equity from the research and development (R&D) stage and that strengthens capacity to control outbreaks when and where they occur. Key elements include regional R&D hubs free to adapt well established technology platforms, and independent clinical trials networks working with researchers, regulators, and health authorities to better study questions of comparative benefit and real-world efficacy. Realising these changes requires a shift in emphasis: from pandemic response to outbreak control, from one-size-fits-all economies of scale to R&D and manufacture for local need, from de novo product development to last-mile innovation through adaptation of existing technologies, and from proprietary, competitive R&D to open science and financing for the common good that supports collective management and sharing of technology and know-how.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Research and Development", + "Pandemic Preparedness" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Socially Responsible Research", + "doi": "10.1016/s2214-109x(23)00328-5", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/funder-data-sharing-policies-overview-an.md b/content/curated_resources/funder-data-sharing-policies-overview-an.md new file mode 100644 index 00000000000..ba08a8d731b --- /dev/null +++ b/content/curated_resources/funder-data-sharing-policies-overview-an.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "Funder Data-Sharing Policies: Overview and Recommendations", + "link_to_resource": "https://figshare.com/articles/journal_contribution/Funder_Data-Sharing_Policies_Overview_and_Recommendations/5395456", + "creators": [ + "Stephanie Wykstra" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This report covers funder data-sharing policies/practices, and provides recommendations to funders and others as they consider their own policies. It was commissioned by Robert Wood Johnson Foundation in 2017. If any comments or questions, please contact Stephanie Wykstra (stephanie.wykstra@gmail.com).", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Data-Sharing Policies", + "Funder Policies", + "Open Data", + "Open Science", + "Policy" + ], + "forrt_clusters_new": "Academic Structures and Institutions, FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Research assessment, proposals, and reforms", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/g-power.md b/content/curated_resources/g-power.md new file mode 100644 index 00000000000..2556d7283ba --- /dev/null +++ b/content/curated_resources/g-power.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-11T10:16:17.692Z", + "title": "G*Power", + "link_to_resource": "http://www.gpower.hhu.de/", + "creators": [ + "The G*Power Team" + ], + "material_type": [ + "Reading", + "Simulation" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "G*Power is a tool to compute statistical power analyses for many different t tests, F tests, \u03c72 tests, z tests and some exact tests. G*Power can also be used to compute effect sizes and to display graphically the results of power analyses", + "language": [ + "English", + "German" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Preregistration", + "Replication Research" + ], + "tags": [ + "Reproducibility Knowledge", + "Power Analysis Tool" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Study Design", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/game-based-approaches-for-research-skill.md b/content/curated_resources/game-based-approaches-for-research-skill.md new file mode 100644 index 00000000000..adafe533e39 --- /dev/null +++ b/content/curated_resources/game-based-approaches-for-research-skill.md @@ -0,0 +1,44 @@ +{ + "timestamp": "6/20/2025 4:38:18", + "title": "Game-Based Approaches for Research Skills Training and Researcher Development: A Survey of Attitudes and Acceptance in Higher Education", + "link_to_resource": "https://library.iated.org/view/ABBOTT2024GAM2", + "creators": [ + "Daisy Abbott" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Research skills training is both crucial and ubiquitous in Higher Education (HE), however there are a range of pedagogical challenges in effectively delivering research capabilities and learning outcomes. The move towards constructivism, including game-based learning (GBL) techniques, in research skills training has been shown to improve outcomes for students, yet GBL for research skills is under-researched compared to other application domains.\n\nThis paper analyses the results of a new survey of attitudes towards GBL specifically for improving research skills training in UK HE institutions. Responses came from 92 researcher developers, research leaders, librarians, and academic skills teachers. Results demonstrate a very strong appetite for games and gamified approaches in this topic area, with a large majority of respondents noting the potential for novel, interactive and experiential techniques for delivering high-level learning outcomes. Thematic analysis of qualitative responses identifies and analyses key themes such as: institutional and attitudinal barriers to the use of GBL; the need for balancing flexibility in learning approaches with a structured framework to scaffold learning; and for a choice of complementary methods to suit diverse learner cohorts. Other key findings are related to accessibility; platforms for engagement; cultural knowledge and perceptions; and the potential for cognitive overload. Results also identify those topics within researcher development that are thought to be most important for GBL approaches.\n\nThis paper gives a clear overview of the attitudes, opportunities, barriers, and concerns of HE staff when considering the use of GBL to complement existing research skills training provision in universities and contextualizes this with current opportunities for engagement with GBL for research skills.", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain, CC BY", + "primary_user": [ + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Game-based Learning", + "Serious Games", + "Researcher Development", + "Research Skills", + "Higher Education", + "Research" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Hidden curriculum", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/game-based-approaches-in-the-teaching-an.md b/content/curated_resources/game-based-approaches-in-the-teaching-an.md new file mode 100644 index 00000000000..c59791952c5 --- /dev/null +++ b/content/curated_resources/game-based-approaches-in-the-teaching-an.md @@ -0,0 +1,44 @@ +{ + "timestamp": "6/20/2025 4:35:26", + "title": "Game-based approaches in the teaching and learning of critical and research skills in Higher Education. [PhD thesis] ", + "link_to_resource": "https://radar.gsa.ac.uk/10299/", + "creators": [ + "Daisy Abbott" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Game-Based Learning (GBL) is the integration of gaming elements into learning experiences. There are research gaps in GBL for adult learning, in particular for higher order learning outcomes within Higher Education. This leads to a lack of evidence-based approaches for GBL in postgraduate study, where the need for pedagogic innovation has been acknowledged.\n\nThis research comprises 13 publications, 9 supporting outputs (games and toolkits), and a critical reflection. Together they address the research question: \u201cHow can game-based approaches improve the teaching and learning of critical thinking and research skills in Higher Education?\u201d\n\nResearch through Design, within a constructivist paradigm, integrates empirical and theoretical insights to propose evidence-based frameworks for GBL implementation. Publications are contextualised with up-to-date GBL and learning theories appropriate to developing research skills and critical thinking. Results demonstrate significant potential for GBL within research skills training. In particular, creativity, freedom to fail, community building, and personalisation of learning pathways are valuable outcomes of GBL in this context. Barriers to effective use are also analysed. Practical design principles to scaffold design processes are presented. All games and toolkits are freely available and are being used within research development, teaching, and game design communities.\n\nThere are three key contributions to knowledge and practice:\n1. Evidence-based GBL practice for research skills and critical thinking training in HE.\n2. Championing practical, authentic, analogue GBL.\n3. Balancing rigour and usability in GBL co-design workflows.\n\nBalancing theoretical rigour with practicality, this research provides a foundation for effectively integrating GBL into postgraduate learning, and beyond", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain, CC BY-SA", + "primary_user": [ + "Teacher", + "Researcher", + "Researcher Developer" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "game-based learning", + "research skills", + "academic skills", + "critical thinking", + "serious games" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Hidden curriculum", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/gelbox-open-source-software-to-improve-r.md b/content/curated_resources/gelbox-open-source-software-to-improve-r.md new file mode 100644 index 00000000000..3b97b4d7033 --- /dev/null +++ b/content/curated_resources/gelbox-open-source-software-to-improve-r.md @@ -0,0 +1,46 @@ +{ + "timestamp": "1/12/2025 9:49:49", + "title": "GelBox: Open-source software to improve rigor and reproducibility when analyzing gels and immunoblots", + "link_to_resource": "https://doi.org/10.1152/ajpheart.00144.2024", + "creators": [ + "Utku Gulbulak", + "Austin G. Wellette-Hunsucker", + "Kenneth S. Campbell" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "GelBox is open-source software that was developed with the goal of enhancing rigor, reproducibility, and transparency when analyzing gels and immunoblots. It combines image adjustments (cropping, rotation, brightness, and contrast), background correction, and band fitting in a single application. Users can also associate each lane in an image with metadata (for example, sample type). GelBox data files integrate the raw data, supplied metadata, image adjustments, and band-level analyses in a single file to improve traceability. GelBox has a user-friendly interface and was developed using MATLAB. The software, installation instructions, and tutorials, are available at https://campbell-muscle-lab.github.io/GelBox/.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "GelBox", + "Gels", + "Immunoblots", + "Reproducibility" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Free and open source software, Computational reproducibility", + "doi": "10.1152/ajpheart.00144.2024", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/general-principles-of-preclinical-study.md b/content/curated_resources/general-principles-of-preclinical-study.md new file mode 100644 index 00000000000..b28b9b0ab59 --- /dev/null +++ b/content/curated_resources/general-principles-of-preclinical-study.md @@ -0,0 +1,47 @@ +{ + "timestamp": "01/01/2020", + "title": "General Principles of Preclinical Study Design", + "link_to_resource": "https://link.springer.com/chapter/10.1007/164_2019_277?error=cookies_not_supported&code=e3998d2b-489c-49a1-9602-1fbdd877aefc", + "creators": [ + "Andrew S. C. Rice", + "Jan Vollert", + "Nathalie Percie du Sert", + "Wenlong Huang" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Preclinical studies using animals to study the potential of a therapeutic drug or strategy are important steps before translation to clinical trials. However, evidence has shown that poor quality in the design and conduct of these studies has not only impeded clinical translation but also led to significant waste of valuable research resources. It is clear that experimental biases are related to the poor quality seen with preclinical studies. In this chapter, we will focus on hypothesis testing type of preclinical studies and explain general concepts and principles in relation to the design of in vivo experiments, provide definitions of experimental biases and how to avoid them, and discuss major sources contributing to experimental biases and how to mitigate these sources. We will also explore the differences between confirmatory and exploratory studies, and discuss available guidelines on preclinical studies and how to use them. This chapter, together with relevant information in other chapters in the handbook, provides a powerful tool to enhance scientific rigour for preclinical studies without restricting creativity.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Experimental Bias", + "Hypothesis Generating", + "Hypothesis Testing", + "In Vivo Studies", + "Preclinical Research", + "Reproducibility" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Study Design", + "doi": "10.1007/164_2019_277?error=cookies_not_supported&code=e3998d2b-489c-49a1-9602-1fbdd877aefc", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/generic-syllabus-maker.md b/content/curated_resources/generic-syllabus-maker.md new file mode 100644 index 00000000000..51fd289c119 --- /dev/null +++ b/content/curated_resources/generic-syllabus-maker.md @@ -0,0 +1,52 @@ +{ + "timestamp": "8/15/2025 12:37:36", + "title": "Generic Syllabus Maker", + "link_to_resource": "http://wcaleb.rice.edu/syllabusmaker/generic/", + "creators": [ + "Caleb McDaniel" + ], + "material_type": [ + "Activity/Lab", + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "Generic Syllabus Maker\nFill out the form to receive a list of all the dates when your course will meet during the specified semester. Choose the year of your semester.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Syllabus; dates" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Hidden curriculum", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/genomics-workshop-overview.md b/content/curated_resources/genomics-workshop-overview.md new file mode 100644 index 00000000000..c0761f78e54 --- /dev/null +++ b/content/curated_resources/genomics-workshop-overview.md @@ -0,0 +1,58 @@ +{ + "timestamp": "01/01/2020", + "title": "Genomics Workshop Overview", + "link_to_resource": "https://datacarpentry.org/genomics-workshop/", + "creators": [ + "Amanda Charbonneau", + "Erin Alison Becker", + "Fran\u00e7ois Michonneau", + "Jason Williams", + "Maneesha Sane", + "Matthew Kweskin", + "Muhammad Zohaib Anwar", + "Murray Cadzow", + "Paula Andrea Martinez", + "Taylor Reiter", + "Tracy Teal" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Workshop overview for the Data Carpentry genomics curriculum. Data Carpentry\u2019s aim is to teach researchers basic concepts, skills, and tools for working with data so that they can get more done in less time, and with less pain. This workshop teaches data management and analysis for genomics research including: best practices for organization of bioinformatics projects and data, use of command-line utilities, use of command-line tools to analyze sequence quality and perform variant calling, and connecting to and using cloud computing. This workshop is designed to be taught over two full days of instruction. Please note that workshop materials for working with Genomics data in R are in \u201calpha\u201d development. These lessons are available for review and for informal teaching experiences, but are not yet part of The Carpentries\u2019 official lesson offerings. Interested in teaching these materials? We have an onboarding video and accompanying slides available to prepare Instructors to teach these lessons. After watching this video, please contact team@carpentries.org so that we can record your status as an onboarded Instructor. Instructors who have completed onboarding will be given priority status for teaching at centrally-organized Data Carpentry Genomics workshops.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Genetics", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Genomics", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Research data management, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/geofor-a-collaborative-forensic-taphonom.md b/content/curated_resources/geofor-a-collaborative-forensic-taphonom.md new file mode 100644 index 00000000000..a65dc4b1f79 --- /dev/null +++ b/content/curated_resources/geofor-a-collaborative-forensic-taphonom.md @@ -0,0 +1,51 @@ +{ + "timestamp": "12/18/2024 6:05:38", + "title": "geoFOR: A collaborative forensic taphonomy database for estimating the postmortem interval", + "link_to_resource": "https://doi.org/10.1016/j.forsciint.2024.111934", + "creators": [ + "Katherine E Weisensee", + "Cristina I Tica", + "Madeline M Atwell", + "Carl Ehrett", + "D Hudson Smith", + "Patricia Carbajales-Dale", + "Patrick Claflin", + "Noah Nisbet" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Accurately assessing the postmortem interval (PMI), or the time since death, remains elusive within forensic science research and application. This paper introduces geoFOR, a web-based collaborative application that utilizes ArcGIS and machine learning to deliver improved PMI predictions. The geoFOR application provides a standardized, collaborative forensic taphonomy database that gives practitioners a readily available tool to enter case information that automates the collection of environmental data and delivers a PMI prediction using statistically robust methods. After case submission, the cross-validating machine learning PMI predictive model results in a R\u00b2 value of 0.82. Contributors receive a predicted PMI with an 80% confidence interval. The geoFOR database currently contains 2529 entries from across the U.S. and includes cases from medicolegal investigations and longitudinal studies from human decomposition facilities. We present the overall findings of the data collected so far and compare results from medicolegal cases and longitudinal studies to highlight previously poorly understood limitations involved in the difficult task of PMI estimation. This novel approach for building a reference dataset of human decomposition is forensically and geographically representative of the realities in which human remains are discovered which allows for continual improvement of PMI estimations as more data is captured. It is our goal that the geoFOR data repository follow the principles of Open Science and be made available to forensic researchers to test, refine, and improve PMI models. Mass collaboration and data sharing can ultimately address enduring issues associated with accurately estimating the PMI within medicolegal death investigations.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Decomposition", + "PMI", + "Open Science", + "GIS", + "Machine Learning" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories, Research data management", + "doi": "10.1016/j.forsciint.2024.111934", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/geospatial-workshop-overview.md b/content/curated_resources/geospatial-workshop-overview.md new file mode 100644 index 00000000000..1a1d1293985 --- /dev/null +++ b/content/curated_resources/geospatial-workshop-overview.md @@ -0,0 +1,58 @@ +{ + "timestamp": "01/01/2020", + "title": "Geospatial Workshop Overview", + "link_to_resource": "https://datacarpentry.org/geospatial-workshop/", + "creators": [ + "Anne Fouilloux", + "Arthur Endsley", + "Chris Prener", + "Jeff Hollister", + "Joseph Stachelek", + "Leah Wasser", + "Michael Sumner", + "Michele Tobias", + "Stace Maples" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Data Carpentry\u2019s aim is to teach researchers basic concepts, skills, and tools for working with data so that they can get more done in less time, and with less pain. Interested in teaching these materials? We have an onboarding video available to prepare Instructors to teach these lessons. After watching this video, please contact team@carpentries.org so that we can record your status as an onboarded Instructor. Instructors who have completed onboarding will be given priority status for teaching at centrally-organized Data Carpentry Geospatial workshops.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science", + "Measurement and Data", + "Physical Science", + "Geology", + "Physical Geography", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Geospatial", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials, Ways of Working", + "forrt_sub_clusters": "Research data management, Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/getting-involved-with-top-factor.md b/content/curated_resources/getting-involved-with-top-factor.md new file mode 100644 index 00000000000..0550ffad373 --- /dev/null +++ b/content/curated_resources/getting-involved-with-top-factor.md @@ -0,0 +1,51 @@ +{ + "timestamp": "01/01/2020", + "title": "Getting Involved with TOP Factor", + "link_to_resource": "https://www.youtube.com/watch?v=keKBIyx38XI", + "creators": [ + "" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This webinar provides an overview of TOP Factor: its rationale, how it is being used, and how each of the TOP standards relate to individual scores. We also cover how to get involved with TOP Factor by inviting interested community members to suggest journals be added to the database and/or evaluate journal policies for submission.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Center for Open Science", + "Data Citation", + "Journal Impact Factor", + "Open Science", + "Preregistration", + "Replication", + "Reproducibility", + "Research", + "Research Analysis", + "Research Best Practices", + "Research Design", + "Scientific Funding", + "Scientific Publishing", + "TOP Factor", + "TOP Guidelines" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/getting-ontologically-serious-about-the.md b/content/curated_resources/getting-ontologically-serious-about-the.md new file mode 100644 index 00000000000..d5bde885519 --- /dev/null +++ b/content/curated_resources/getting-ontologically-serious-about-the.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/13/2025 9:38:47", + "title": "Getting ontologically serious about the replication crisis in psychology.", + "link_to_resource": "https://doi.org/10.1037/teo0000281", + "creators": [ + "Burgos", + "J. E." + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Discussions of the so-called replication crisis (RC) in psychology have focused on methodological\u2013epistemological considerations. In this article, I follow a speculative approach within analytic philosophy to focus on ontological considerations, as potentially helpful to address RC. There have been some ontological discussions about RC, but they have not been serious for not paying any attention to academic analytic ontology, which has resulted in much confusion, especially the construal of spurious links to epistemology. I begin with a proposal for a novel sense in which psychological phenomena can be objectively real in the ontological sense of the term \u201cobjective,\u201d that is to say, ontologically independent of mental subjects. This sense is an application of modal realism to psychological phenomena that preserves the subjectivity of the psychological by allowing for a relativized ontological objective\u2013subjective distinction. I then use this proposal to ground a propensity interpretation of probability as a viable ontology for the probabilistic character of psychological results. On this interpretation, probabilities measure propensities as objectively real features of reality. I conclude that psychological phenomena are objectively probabilistic, which might contribute to RC. The main implication is that even if psychological research were methodologically perfect, there would still be substantial replication failures, just due to the probabilistic nature of psychological phenomena. Replications thus become indispensable to understand psychological phenomena, and replication failures are as much part of their nature as successes are. I discuss some limitations and future directions. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Replication Crisis", + "Ontology", + "Objective-Subjective", + "Philosophy Of Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1037/teo0000281", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ggplot-colors-best-tricks-you-will-love.md b/content/curated_resources/ggplot-colors-best-tricks-you-will-love.md new file mode 100644 index 00000000000..78bf4632bf7 --- /dev/null +++ b/content/curated_resources/ggplot-colors-best-tricks-you-will-love.md @@ -0,0 +1,38 @@ +{ + "timestamp": "12/5/2020 13:47:07", + "title": "GGPlot Colors Best Tricks You Will Love", + "link_to_resource": "https://www.datanovia.com/en/blog/ggplot-colors-best-tricks-you-will-love/", + "creators": [ + "Alboukadel" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This article presents multiple great solutions you should know for changing ggplot colors.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Data visualisation" + ], + "forrt_clusters_new": "", + "forrt_sub_clusters": "", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/giving-community-psychology-away-a-case.md b/content/curated_resources/giving-community-psychology-away-a-case.md new file mode 100644 index 00000000000..7c80bf6c61c --- /dev/null +++ b/content/curated_resources/giving-community-psychology-away-a-case.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-22T18:33:13.945Z", + "title": "Giving Community Psychology Away: A case for open access publishing", + "link_to_resource": "https://www.gjcpp.org/en/article.php?issue=33&article=199", + "creators": [ + "Crystal N. Steltenpohl", + "Amy J. Anderson", + "and Katherine M. Daniels" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Amidst increased pressure for transparency in science, researchers and community members are calling for open access to study stimuli and measures, data, and results. These arguments coincidentally align with calls within community psychology to find innovative ways to support communities and increase the prominence of our field. This paper aims to (1) define the current context for community psychologists in open access publishing, (2) illustrate the alignment between open access publishing and community psychology principles, and (3) demonstrate how to engage in open access publishing using community psychology values. Currently, there are several facilitators (e.g. an increasing number of open access journals, the proliferation of blogs, and social media) and barriers (e.g. Article Processing Charges (APCs), predatory journals) to publishing in open access venues. Openly sharing our research findings aligns with our values of (1) citizen participation, (2) social justice, and (3) collaboration and community strengths. Community psychologists desiring to engage in open access publishing can ask journals to waive APCs, publish pre-prints, use blogs and social media to share results, and push for systemic change in a publishing system that disenfranchises researchers, students, and community members.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/glimmpse.md b/content/curated_resources/glimmpse.md new file mode 100644 index 00000000000..501748160b5 --- /dev/null +++ b/content/curated_resources/glimmpse.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-11T10:10:21.373Z", + "title": "GLIMMPSE", + "link_to_resource": "https://glimmpse.samplesizeshop.org/#/", + "creators": [ + "Anon" + ], + "material_type": [ + "Reading", + "Simulation" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Welcome to GLIMMPSE. The GLIMMPSE software calculates power and sample size for study designs with normally distributed outcomes. Select one of the options below to begin a power or sample size calculation.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Preregistration", + "Replication Research" + ], + "tags": [ + "Reproducibility Knowledge", + "Power Analysis Tool" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Study Design", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/good-clinical-practice-improves-rigor-an.md b/content/curated_resources/good-clinical-practice-improves-rigor-an.md new file mode 100644 index 00000000000..db8e9543749 --- /dev/null +++ b/content/curated_resources/good-clinical-practice-improves-rigor-an.md @@ -0,0 +1,46 @@ +{ + "timestamp": "10/27/2023 10:52:12", + "title": "Good clinical practice improves rigor and transparency: Lessons from the ACTIVE trial", + "link_to_resource": "https://doi.org/10.1037/pag0000653", + "creators": [ + "Brad P. Taylor", + "George W. Rebok", + "Michael Marsiske" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Clinical trials are governed by principles of good clinical practice (GCP), which can strengthen the achievement of rigor, reproducibility, and transparency in scientific research. Rigor, reproducibility, and transparency are key for producing findings with greater certainty. Clinical trials are closely supervised, often by a clinical trial coordinating center, data safety and monitoring board, and a funding agency, with policies that are a manifestation of GCP and support rigor, reproducibility, and transparency. The multisite Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) study is an example clinical trial of relevance to a psychology and aging audience that utilized many protocols that can be applied to single-laboratory designs, including a manualized protocol with accompanying scientific rationale, predefined analysis plans, standardization of procedures across field sites, assurance of competence of study staff in study procedures, transparent coding/entry/transmittal of data, regular quality assurance, and open publication of data. Despite substantial resource discrepancies between the two, single-laboratory studies can model the GCP principles utilized in large clinical trials to provide an excellent foundation for rigor, reproducibility, and transparency.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Rigor", + "Transparency", + "Clinical Trials" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1037/pag0000653", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/good-enough-practices-in-scientific-comp.md b/content/curated_resources/good-enough-practices-in-scientific-comp.md new file mode 100644 index 00000000000..7213600f132 --- /dev/null +++ b/content/curated_resources/good-enough-practices-in-scientific-comp.md @@ -0,0 +1,50 @@ +{ + "timestamp": "01/01/2020", + "title": "Good enough practices in scientific computing", + "link_to_resource": "https://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1005510", + "creators": [ + "Greg Wilson", + "Jennifer Bryan", + "Justin Kitzes", + "Karen Cranston", + "Lex Nederbragt", + "Tracy K. Teal" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Computers are now essential in all branches of science, but most researchers are never taught the equivalent of basic lab skills for research computing. As a result, data can get lost, analyses can take much longer than necessary, and researchers are limited in how effectively they can work with software and data. Computing workflows need to follow the same practices as lab projects and notebooks, with organized data, documented steps, and the project structured for reproducibility, but researchers new to computing often don't know where to start. This paper presents a set of good computing practices that every researcher can adopt, regardless of their current level of computational skill. These practices, which encompass data management, programming, collaborating with colleagues, organizing projects, tracking work, and writing manuscripts, are drawn from a wide variety of published sources from our daily lives and from our work with volunteer organizations that have delivered workshops to over 11,000 people since 2010.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Computer Software", + "Control Systems", + "Data Management", + "Data Processing", + "Programming Languages", + "Reproducibility", + "Software Tools", + "Source Code" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Computational reproducibility, Research data management", + "doi": "10.1371/journal.pcbi.1005510", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/good-science-bad-science.md b/content/curated_resources/good-science-bad-science.md new file mode 100644 index 00000000000..cdd59c7e67c --- /dev/null +++ b/content/curated_resources/good-science-bad-science.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-08T07:17:17.000Z", + "title": "Good Science, Bad Science", + "link_to_resource": "http://www.ejwagenmakers.com/GSBS/GSBS.html", + "creators": [ + "Eric-Jan Wagenmakers" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A syllabi about open science: good science and bad science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Preregistration", + "Replication Research" + ], + "tags": [ + "Syllabus" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Questionable research practices & their prevalence, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/good-supervision-and-mentoring-a-key-par.md b/content/curated_resources/good-supervision-and-mentoring-a-key-par.md new file mode 100644 index 00000000000..96173211c0f --- /dev/null +++ b/content/curated_resources/good-supervision-and-mentoring-a-key-par.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2/20/2025 5:15:27", + "title": "Good supervision and mentoring: a key part of responsible research cultures", + "link_to_resource": "https://www.youtube.com/watch?v=ugzkjpV2Kbo&t=526s", + "creators": [ + "Tamarinde Haven" + ], + "material_type": [ + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Tamarinde Haven works as a postdoctoral researcher at the BIH QUEST Center for Responsible Research, Charit\u00e9, Berlin, where she focusses on topics related to responsible supervision, responsible assessment, and Open Science. In her PhD, she focused on the role of the research climate in fostering or undermining research integrity. As part of her PhD project, she co-developed a training for PhD supervisors entitled \u201cSuperb Supervision\u201d that has now been offered at the Amsterdam University Medical Centers as well as the University of Amsterdam.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "PhD Supervision", + "Mentoring", + "Responsible Research Culture" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate), Research assessment, proposals, and reforms", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/graduate-research-methods.md b/content/curated_resources/graduate-research-methods.md new file mode 100644 index 00000000000..22c9e8f6961 --- /dev/null +++ b/content/curated_resources/graduate-research-methods.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 13:57:55", + "title": "Graduate Research Methods", + "link_to_resource": "https://osf.io/26c7f/", + "creators": [ + "Brian Nosek" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Completion of this course will provide a foundation for the practice of science. We will wrestle with the fundamental issues for designing and executing a program of research, and in the interpretation and reporting of research results. The class is organized around the development and execution of a single, actual research project from conception through completion. Class hours are devoted to conceptual issues in research design, execution and interpretation. Lab hours are devoted to presentation and critique of research plans.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Transparency", + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/graduate-students-need-more-quantitative.md b/content/curated_resources/graduate-students-need-more-quantitative.md new file mode 100644 index 00000000000..314c60c0b6d --- /dev/null +++ b/content/curated_resources/graduate-students-need-more-quantitative.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2/20/2025 4:36:01", + "title": "Graduate students need more quantitative methods support", + "link_to_resource": "https://doi.org/10.1038/s44159-024-00288-y", + "creators": [ + "Andrea L. Howard" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Graduate students in psychology need hands-on support to conduct research using quantitative techniques that exceed their curricular training. If supervisors are not willing or able to provide this support, student-led projects must be redesigned to leverage basic statistical skills learned in the classroom.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Education", + "Psychology", + "Quantitative Methods" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate)", + "doi": "10.1038/s44159-024-00288-y", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/grand-challenge-social-psychology-withou.md b/content/curated_resources/grand-challenge-social-psychology-withou.md new file mode 100644 index 00000000000..93006f3fb1a --- /dev/null +++ b/content/curated_resources/grand-challenge-social-psychology-withou.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2/20/2025 5:31:48", + "title": "Grand challenge: social psychology without hubris", + "link_to_resource": "https://doi.org/10.3389/frsps.2023.1283272", + "creators": [ + "John T. Jost" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In this editorial, the Founding Field Chief Editor of Frontiers in Social Psychology expresses several ideas about the past, present, and possible future of social psychology, seeking to explain we need social psychology, why we need a new journal in social psychology, and what kind of journal in social psychology we need. The Editor argues for a rich, humanistic, interdisciplinary, philosophically informed social psychology devoted to addressing social problems in the illustrious traditions of John Dewey, Kurt Lewin, Gordon Allport, Muzafer Sherif, Solomon Asch, Morton Deutsch, and others. He suggests that disciplinary \u201ccrises\u201d of practicality, historicity, and replicability may be more interconnected than is generally recognized. The Editor advocates a non-hubristic, theory-driven, multi-leveled analysis of human behavior that attends to both subjective and objective aspects of social, cultural, economic, and political contexts. Editorial priorities of the new journal include scientific rigor, social relevance, and intellectual humility.\n\n\u201cWe are not called upon to be either boasters or sentimentalists regarding the possibilities of our science\u2026 But we are entitled in our daily work to be sustained by the conviction that we are not working in indifference to or at cross purposes with the practical strivings of a common humanity.\u201d", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Social Psychology" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Socially Responsible Research", + "doi": "10.3389/frsps.2023.1283272", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/graphical-causal-models.md b/content/curated_resources/graphical-causal-models.md new file mode 100644 index 00000000000..fc181321522 --- /dev/null +++ b/content/curated_resources/graphical-causal-models.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-09T16:09:33.815Z", + "title": "Graphical Causal Models", + "link_to_resource": "http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.364.7505&rep=rep1&type=pdf", + "creators": [ + "Felix Elwert" + ], + "material_type": [ + "Primary Source", + "Reading", + "Chapter" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This chapter discusses the use of directed acyclic graphs (DAGs) for causal inference in the observational social sciences. It focuses on DAGs\u2019 main uses, discusses central principles, and gives applied examples. DAGs are visual representations of qualitative causal assumptions: They encode researchers\u2019 beliefs about how the world works. Straightforward rules map these causal assumptions onto the associations and independencies in observable data. The two primary uses of DAGs are (1) determining the identifiability of causal effects from observed data and (2) deriving the testable implications of a causal model. Concepts covered in this chapter include identification, d-separation, confounding, endogenous selection, and overcontrol. Illustrative applications then demonstrate that conditioning on variables at any stage in a causal process can induce as well as remove bias, that confounding is a fundamentally causal rather than an associational concept, that conventional approaches to causal mediation analysis are often biased, and that causal inference in social networks inherently faces endogenous selection bias. The chapter discusses several graphical criteria for the identification of causal effects of single, time-point treatments (including the famous backdoor criterion), as well identification criteria for multiple, time-varying treatments.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "10.1.1.364.7505&rep=rep1&type=pdf", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/growth-from-uncertainty-understanding-th.md b/content/curated_resources/growth-from-uncertainty-understanding-th.md new file mode 100644 index 00000000000..e89116b1b95 --- /dev/null +++ b/content/curated_resources/growth-from-uncertainty-understanding-th.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/27/2025 9:01:02", + "title": "Growth from uncertainty: understanding the replication 'crisis' in infant psychology", + "link_to_resource": "https://philsci-archive.pitt.edu/22679/", + "creators": [ + "Lavelle", + "Jane Suilin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Psychology is a discipline that has a high number of failed replications, which has been characterised as a \u2018crisis\u2019 on the assumption that failed replications are indicative of\nuntrustworthy research. This paper uses Chang\u2019s concept of epistemic iteration to show how a research programme can advance epistemic goals despite many failed replications.\nIt illustrates this through analysing an on-going large-scale replication attempt of Southgate\u2019s 2007 work exploring infants\u2019 understanding of false beliefs. It concludes that\nepistemic iteration offers a way of understanding the value of replications \u2014 both failed and successful \u2014 that contradicts the narrative centred around distrust.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Replication Crisis", + "Epistemic Iteration", + "False Belief", + "Reproducibility", + "Scientific Progress" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Collection of large scale replications", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/guide-your-students-to-become-better-res.md b/content/curated_resources/guide-your-students-to-become-better-res.md new file mode 100644 index 00000000000..686cfa55a41 --- /dev/null +++ b/content/curated_resources/guide-your-students-to-become-better-res.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-08T06:02:18.000Z", + "title": "Guide Your Students to Become Better Research Consumers", + "link_to_resource": "https://www.psychologicalscience.org/observer/teach-your-students-to-be-better-consumers", + "creators": [ + "Beth Morling" + ], + "material_type": [ + "Reading", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "Blog post going over making undergraduate students better consumers of research", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Blog", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/guideline-for-reporting-systematic-revie.md b/content/curated_resources/guideline-for-reporting-systematic-revie.md new file mode 100644 index 00000000000..a545c6c0ee6 --- /dev/null +++ b/content/curated_resources/guideline-for-reporting-systematic-revie.md @@ -0,0 +1,68 @@ +{ + "timestamp": "12/12/2024 10:44:03", + "title": "Guideline for reporting systematic reviews of outcome measurement instruments (OMIs): PRISMA-COSMIN for OMIs 2024", + "link_to_resource": "https://doi.org/10.1016/j.jclinepi.2024.111422", + "creators": [ + "Ellen B M Elsman", + "Lidwine B Mokkink", + "Caroline B Terwee", + "Dorcas Beaton", + "Joel J Gagnier", + "Andrea C Tricco", + "Ami Baba", + "Nancy J Butcher", + "Maureen Smith", + "Catherine Hofstetter", + "Olalekan Lee Aiyegbusi", + "Anna Berardi", + "Julie Farmer", + "Kirstie L Haywood", + "Karolin R Krause", + "Sarah Markham", + "Evan Mayo-Wilson", + "Ava Mehdipour", + "Juanna Ricketts", + "Peter Szatmari", + "Zahi Touma", + "David Moher", + "Martin Offringa" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Background and objective: Although comprehensive and widespread guidelines on how to conduct systematic reviews of outcome measurement instruments (OMIs) exist, for example from the COSMIN (COnsensus-based Standards for the selection of health Measurement INstruments) initiative, key information is often missing in published reports. This article describes the development of an extension of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guideline: PRISMA-COSMIN for OMIs 2024.\n\nMethods: The development process followed the Enhancing the QUAlity and Transparency Of health Research (EQUATOR) guidelines and included a literature search, expert consultations, a Delphi study, a hybrid workgroup meeting, pilot testing, and an end-of-project meeting, with integrated patient/public involvement.\n\nResults: From the literature and expert consultation, 49 potentially relevant reporting items were identified. Round 1 of the Delphi study was completed by 103 panelists, whereas round 2 and 3 were completed by 78 panelists. After 3 rounds, agreement (\u226567%) on inclusion and wording was reached for 44 items. Eleven items without consensus for inclusion and/or wording were discussed at a workgroup meeting attended by 24 participants. Agreement was reached for the inclusion and wording of 10 items, and the deletion of 1 item. Pilot testing with 65 authors of OMI systematic reviews further improved the guideline through minor changes in wording and structure, finalized during the end-of-project meeting. The final checklist to facilitate the reporting of full systematic review reports contains 54 (sub)items addressing the review's title, abstract, plain language summary, open science, introduction, methods, results, and discussion. Thirteen items pertaining to the title and abstract are also included in a separate abstract checklist, guiding authors in reporting for example conference abstracts.\n\nConclusion: PRISMA-COSMIN for OMIs 2024 consists of two checklists (full reports; abstracts), their corresponding explanation and elaboration documents detailing the rationale and examples for each item, and a data flow diagram. PRISMA-COSMIN for OMIs 2024 can improve the reporting of systematic reviews of OMIs, fostering their reproducibility and allowing end-users to appraise the quality of OMIs and select the most appropriate OMI for a specific application. NOTE: This paper was jointly developed by Journal of Clinical Epidemiology, Quality of Life Research, Journal of Patient Reported Outcomes, Health and Quality of Life Outcomes and jointly published by Elsevier Inc, Springer Nature Switzerland AG, and BioMed Central Ltd., part of Springer Nature. The articles are identical except for minor stylistic and spelling differences in keeping with each journal's style. Either citation can be used when citing this article.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "COSMIN", + "Measurement properties", + "Outcome measurement instrument", + "PRISMA", + "Reporting guideline", + "Systematic reviews." + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Meta-analyses, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1016/j.jclinepi.2024.111422", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/guidelines-for-evaluating-the-comparabil.md b/content/curated_resources/guidelines-for-evaluating-the-comparabil.md new file mode 100644 index 00000000000..b420ef5cfa9 --- /dev/null +++ b/content/curated_resources/guidelines-for-evaluating-the-comparabil.md @@ -0,0 +1,62 @@ +{ + "timestamp": "9/18/2023 8:43:45", + "title": "Guidelines for Evaluating the Comparability of Down-Sampled GWAS Summary Statistics", + "link_to_resource": "https://doi.org/10.1007/s10519-023-10152-z", + "creators": [ + "Camille M. Williams", + "Holly Poore", + "Peter T. Tanksley", + "Hyeokmoon Kweon", + "Natasia S. Courchesne-Krak", + "Diego Londono-Correa", + "Travis T. Mallard", + "Peter Barr", + "Philipp D. Koellinger", + "Irwin D. Waldman", + "Sandra Sanchez-Roige", + "K. Paige Harden", + "Abraham A. Palmer", + "Danielle M. Dick & Richard Karlsson Linn\u00e9r" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "Proprietary genetic datasets are valuable for boosting the statistical power of genome-wide association studies (GWASs), but their use can restrict investigators from publicly sharing the resulting summary statistics. Although researchers can resort to sharing down-sampled versions that exclude restricted data, down-sampling reduces power and might change the genetic etiology of the phenotype being studied. These problems are further complicated when using multivariate GWAS methods, such as genomic structural equation modeling (Genomic SEM), that model genetic correlations across multiple traits. Here, we propose a systematic approach to assess the comparability of GWAS summary statistics that include versus exclude restricted data. Illustrating this approach with a multivariate GWAS of an externalizing factor, we assessed the impact of down-sampling on (1) the strength of the genetic signal in univariate GWASs, (2) the factor loadings and model fit in multivariate Genomic SEM, (3) the strength of the genetic signal at the factor level, (4) insights from gene-property analyses, (5) the pattern of genetic correlations with other traits, and (6) polygenic score analyses in independent samples. For the externalizing GWAS, although down-sampling resulted in a loss of genetic signal and fewer genome-wide significant loci; the factor loadings and model fit, gene-property analyses, genetic correlations, and polygenic score analyses were found robust. Given the importance of data sharing for the advancement of open science, we recommend that investigators who generate and share down-sampled summary statistics report these analyses as accompanying documentation to support other researchers\u2019 use of the summary statistics.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "researcher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "Genomic SEM", + "Summary Statistics", + "Data Removal", + "Down-sample", + "Leave-one-out", + "Meta-analysis", + "Genomics", + "Genome-wide Association Study" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1007/s10519-023-10152-z", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/guidelines-to-improve-internationalizati.md b/content/curated_resources/guidelines-to-improve-internationalizati.md new file mode 100644 index 00000000000..f160e3c8cf5 --- /dev/null +++ b/content/curated_resources/guidelines-to-improve-internationalizati.md @@ -0,0 +1,53 @@ +{ + "timestamp": "2/13/2025 6:14:01", + "title": "Guidelines to improve internationalization in the psychological sciences", + "link_to_resource": "https://doi.org/10.1111/spc3.12847", + "creators": [ + "Arathy Puthillam", + "Lysander James Montilla Doble", + "Junix Jerald I. Delos Santos", + "Mahmoud Medhat Elsherif", + "Crystal N. Steltenpohl", + "David Moreau", + "Madeleine Pownall", + "Priya Silverstein", + "Shaakya Anand-Vembar", + "Hansika Kapoor" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Conversations about the internationalization of psychological sciences have occurred over a few decades with very little progress. Previous work shows up to 95% of participants in the studies published in mainstream journals are from Western, Educated, Industrialized, Rich, Democratic nations. Similarly, a large proportion of authors are based in North America. This imbalance is well-documented across a range of subfields in psychology, yet the specific steps and best practices to bridge publication and data gaps across world regions are still unclear. To address this issue, we conducted a hackathon at the Society for the Improvement of Psychological Science 2021 conference to develop guidelines to improve international representation of authors and participants, adapted for various stakeholders in the production of psychological knowledge. Based on this hackathon, we discuss specific guidelines and practices that funding bodies, academic institutions, professional academic societies, journal editors and reviewers, and researchers should engage with to ensure psychology is the scientific discipline of human behavior and cognition across the world. These recommendations will help us develop a more valid and fairer science of human sociality.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Diversity", + "Global South", + "Internationalization of Psychology", + "Metascience", + "Open Scholarship", + "Science" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Accessibility", + "doi": "10.1111/spc3.12847", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/habits-and-perceptions-regarding-open-sc.md b/content/curated_resources/habits-and-perceptions-regarding-open-sc.md new file mode 100644 index 00000000000..4adf9eb5b55 --- /dev/null +++ b/content/curated_resources/habits-and-perceptions-regarding-open-sc.md @@ -0,0 +1,64 @@ +{ + "timestamp": "10/18/2023 10:58:26", + "title": "Habits and perceptions regarding open science by researchers from Spanish institutions", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0288313", + "creators": [ + "Candela Oll\u00e9", + "Alexandre L\u00f3pez-Borrull", + "Remedios Melero", + "Juan-Jos\u00e9 Bot\u00e9-Vericad", + "Josep-Manuel Rodr\u00edguez-Gair\u00edn", + "Ernest Abadal" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The article describes the results of the online survey on open science (OS) carried out on researchers affiliated with universities and Spanish research centres and focused on open access to scientific publications, the publication process, the management of research data and the review of open articles. The main objective was to identify the perception and habits of researchers with regard to practices closely linked to open science and the scientific value added is that offers an in-depth picture of researchers as one of the main actors to whom this transformation and implementation of open science will fall. It focuses on the different aspects of OS: open access, open data, publication process and open review in order to identify habits and perceptions. This is to make possible an implementation of the OS movement. The survey was carried out among researchers who had published in the years 2020\u20132021, according to data obtained from WoS. It was emailed to a total of 8,188 researchers and obtained a total of 666 responses, of which 554 were complete, the rest being forms with some questions unanswered. The main results showed that open access still requires the diffusion of practices and services provided by the institution, as well as training (library or equivalent service) and institutional support from the competent authorities (vice rectors or equivalent) in specific aspects such as data management. In the case of data, around 50% of respondents stated they had stored data in a repository, and of all the options, the most frequently given was that of an institutional repository, followed by a discipline repository. Among the main reasons for doing this, we found transparency, visibility of data and the ability to validate results. For those who stated they had never stored data, the most frequent reasons for not having done so were privacy and confidentiality, the lack of a mandated data policy or a lack of knowledge of how to do it. In terms of open peer review, participants mentioned a certain reticence to the opening of evaluations due to potential conflicts of interest that may arise or because lower-quality content might be accepted in order to avoid conflicts. In addition, the hierarchical structure of senior researcher versus junior researcher might affect reviews. The main conclusions indicate a need for persuasion of OA to take place; APCs are an economic barrier rather than the main criterion for journal selection; OPR practices may seem innovative and emerging; scientific and evaluation policies seem to have a clear effect on the behaviour of researchers; researchers state that they share research data more for reasons of persuasion than out of obligation. Researchers do question the pathways or difficulties that may arise on a day-to-day basis and seem aware that we are undergoing change, where academic evaluation or policies related to open science, its implementation and habits among researchers may change. In this sense, more and better support is needed on the part of institutions and faculty support services.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Open Science", + "Science Policy", + "Open Access Publishing", + "Research Funding", + "Data Management", + "Open Peer Review", + "Open Data" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Research data management", + "doi": "10.1371/journal.pone.0288313", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/hack-your-way-to-scientific-glory.md b/content/curated_resources/hack-your-way-to-scientific-glory.md new file mode 100644 index 00000000000..392bfe29ad5 --- /dev/null +++ b/content/curated_resources/hack-your-way-to-scientific-glory.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-11T10:41:21.439Z", + "title": "Hack Your Way To Scientific Glory", + "link_to_resource": "http://projects.fivethirtyeight.com/p-hacking/", + "creators": [ + "Anon" + ], + "material_type": [ + "Activity/Lab", + "Interactive", + "Simulation", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "You\u2019re a social scientist with a hunch: The U.S. economy is affected by whether Republicans or Democrats are in office. Try to show that a connection exists, using real data going back to 1948. For your results to be publishable in an academic journal, you\u2019ll need to prove that they are \u201cstatistically significant\u201d by achieving a low enough p-value.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Demo", + "Reproducibility Knowledge" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Exploratory and confirmatory analyses", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/hackathon-encouraging-open-science-pract.md b/content/curated_resources/hackathon-encouraging-open-science-pract.md new file mode 100644 index 00000000000..57374890634 --- /dev/null +++ b/content/curated_resources/hackathon-encouraging-open-science-pract.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "Hackathon: Encouraging Open Science Practices in Qualitative Education Research", + "link_to_resource": "https://docs.google.com/document/d/1x-Q6pE3eaPRkOyhHxf_wUjBWbi2a5ASGLTZRxneDs6g/edit", + "creators": [ + "Crystal Steltenpohl", + "Rachel Renbarger", + "Sebastian Karcher", + "Sondra Stegenga", + "Thomas L\u00f6sch" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This list of resources consists of resources for researchers, editors, and reviewers interested in practicing open science principles, particularly in education research. This list is not exhaustive but meant as a starting point for individuals wanting to learn more about doing open science work specifically for qualitative research. For more general information about open science research, please visit https://www.cos.io/.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Open Science", + "Qualitative Research", + "Research" + ], + "forrt_clusters_new": "Qualitative Research", + "forrt_sub_clusters": "Qualitative approaches to open science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/hail-the-impossible-p-values-evidence-an.md b/content/curated_resources/hail-the-impossible-p-values-evidence-an.md new file mode 100644 index 00000000000..b54b58c2a42 --- /dev/null +++ b/content/curated_resources/hail-the-impossible-p-values-evidence-an.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-06-06T18:56:09.990Z", + "title": "Hail the impossible: p-values, evidence, and likelihood. ", + "link_to_resource": "https://doi.org/10.1111/j.1467-9450.2010.00852.x", + "creators": [ + "Johansson", + "T." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Significance testing based on p-values is standard in psychological research and teaching. Typically, research articles and textbooks present and use p as a measure of statistical evidence against the null hypothesis (the Fisherian interpretation), although using concepts and tools based on a completely different usage of p as a tool for controlling long-term decision errors (the Neyman\u2013Pearson interpretation). There are four major problems with using p as a measure of evidence and these problems are often overlooked in the domain of psychology. First, p is uniformly distributed under the null hypothesis and can therefore never indicate evidence for the null. Second, p is conditioned solely on the null hypothesis and is therefore unsuited to quantify evidence, because evidence is always relative in the sense of being evidence for or against a hypothesis relative to another hypothesis. Third, p designates probability of obtaining evidence (given the null), rather than strength of evidence. Fourth, p depends on unobserved data and subjective intentions and therefore implies, given the evidential interpretation, that the evidential strength of observed data depends on things that did not happen and subjective intentions. In sum, using p in the Fisherian sense as a measure of statistical evidence is deeply problematic, both statistically and conceptually, while the Neyman\u2013Pearson interpretation is not about evidence at all. In contrast, the likelihood ratio escapes the above problems and is recommended as a tool for psychologists to represent the statistical evidence conveyed by obtained data relative to two hypotheses", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1111/j.1467-9450.2010.00852.x", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/hark-no-more-on-the-preregistration-of-c.md b/content/curated_resources/hark-no-more-on-the-preregistration-of-c.md new file mode 100644 index 00000000000..94dfb82d442 --- /dev/null +++ b/content/curated_resources/hark-no-more-on-the-preregistration-of-c.md @@ -0,0 +1,46 @@ +{ + "timestamp": "10/27/2023 14:13:30", + "title": "HARK No More: On the Preregistration of CHI Experiments", + "link_to_resource": "https://doi.org/10.1145/3173574.3173715", + "creators": [ + "Andy Cockburn", + "Carl Gutwin", + "Alan Dix" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Experimental preregistration is required for publication in many scientific disciplines and venues. When experimental intentions are preregistered, reviewers and readers can be confident that experimental evidence in support of reported hypotheses is not the result of HARKing, which stands for Hypothesising After the Results are Known. We review the motivation and outcomes of experimental preregistration across a variety of disciplines, as well as previous work commenting on the role of evaluation in HCI research. We then discuss how experimental preregistration could be adapted to the distinctive characteristics of Human-Computer Interaction empirical research, to the betterment of the discipline.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Human-Centered Computing", + "Human Computer Interaction", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Purpose of pre-analysis planning", + "doi": "10.1145/3173574.3173715", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/harking-how-badly-can-cherry-picking-and.md b/content/curated_resources/harking-how-badly-can-cherry-picking-and.md new file mode 100644 index 00000000000..b5c647ae2b9 --- /dev/null +++ b/content/curated_resources/harking-how-badly-can-cherry-picking-and.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-06T19:16:27.806Z", + "title": "HARKing: How Badly Can Cherry-Picking and Question Trolling Produce Bias in Published Results?", + "link_to_resource": "https://doi.org/10.1007/s10869-017-9524-7", + "creators": [ + "Kevin R. Murphy & Herman Aguinis" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The practice of hypothesizing after results are known (HARKing) has been identified as a potential threat to the credibility of research results. We conducted simulations using input values based on comprehensive meta-analyses and reviews in applied psychology and management (e.g., strategic management studies) to determine the extent to which two forms of HARKing behaviors might plausibly bias study outcomes and to examine the determinants of the size of this effect. When HARKing involves cherry-picking, which consists of searching through data involving alternative measures or samples to find the results that offer the strongest possible support for a particular hypothesis or research question, HARKing has only a small effect on estimates of the population effect size. When HARKing involves question trolling, which consists of searching through data involving several different constructs, measures of those constructs, interventions, or relationships to find seemingly notable results worth writing about, HARKing produces substantial upward bias particularly when it is prevalent and there are many effects from which to choose. Results identify the precise circumstances under which different forms of HARKing behaviors are more or less likely to have a substantial impact on a study\u2019s substantive conclusions and the field\u2019s cumulative knowledge. We offer suggestions for authors, consumers of research, and reviewers and editors on how to understand, minimize, detect, and deter detrimental forms of HARKing in future research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1007/s10869-017-9524-7", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/harking-hypothesizing-after-the-results.md b/content/curated_resources/harking-hypothesizing-after-the-results.md new file mode 100644 index 00000000000..c0cffb0e75e --- /dev/null +++ b/content/curated_resources/harking-hypothesizing-after-the-results.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-06-03T20:22:21.975Z", + "title": "HARKing: Hypothesizing after the results are known", + "link_to_resource": "https://doi.org/10.1207/s15327957pspr0203_4", + "creators": [ + "Kerr", + "N. L." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This article considers a practice in scientific communication termed HARKing (Hypothesizing After the Results are Known). HARKing is defined as presenting a post hoc hypothesis (i.e., one based on or informed by one's results) in one's research report as i f it were, in fact, an a priori hypotheses. Several forms of HARKing are identified and survey data are presented that suggests that at least some forms of HARKing are widely practiced and widely seen as inappropriate. I identify several reasons why scientists might HARK. Then I discuss several reasons why scientists ought not to HARK. It is conceded that the question of whether HARKing ' s costs exceed its benefits is a complex one that ought to be addressed through research, open discussion, and debate. To help stimulate such discussion (and for those such as myself who suspect that HARKing's costs do exceed its benefits), I conclude the article with some suggestions for deterring HARKing.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Exploratory and confirmatory analyses", + "doi": "10.1207/s15327957pspr0203_4", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/harry-potter-and-the-methods-of-reproduc.md b/content/curated_resources/harry-potter-and-the-methods-of-reproduc.md new file mode 100644 index 00000000000..8f24e0eeee3 --- /dev/null +++ b/content/curated_resources/harry-potter-and-the-methods-of-reproduc.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "Harry Potter and the Methods of Reproducibility", + "link_to_resource": "https://osf.io/m67rf/", + "creators": [ + "Mariella Paul" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "\"Harry Potter and the Methods of Reproducibility -- A brief Introduction to Open Science\" gives a brief overview of Open Science, particularly reproducibility, for newcomers to the topic. It introduces the concept of questionable research practices (QRPs) and Open Science solutions to these QRPs, such as preregistrations, registered reports, Open Data, Open Code, and Open Materials.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility", + "Researchers", + "Students" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/harvard-professor-s-papers-contain-copie.md b/content/curated_resources/harvard-professor-s-papers-contain-copie.md new file mode 100644 index 00000000000..a29dd2e24ad --- /dev/null +++ b/content/curated_resources/harvard-professor-s-papers-contain-copie.md @@ -0,0 +1,42 @@ +{ + "timestamp": "12/18/2024 6:22:47", + "title": "Harvard Professor\u2019s Papers Contain Copied Images, Says Science Sleuth", + "link_to_resource": "https://www.wsj.com/science/harvard-professors-papers-contain-copied-images-science-sleuth-claims-82e2610e?st=inkfwbfdl238tv1&reflink=desktopwebshare_permalink", + "creators": [ + "Nidhi Subbaraman" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A Harvard Medical School scientist who studies deadly brain tumors is facing accusations that more than two dozen papers he co-authored contain scientific images that appear doctored or copied. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Harvard Medical School", + "Brain Tumors", + "Questionable Research Practices" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Scientific Misconduct: Fabrication and Falsification", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/harvard-teaching-hospital-seeks-retracti.md b/content/curated_resources/harvard-teaching-hospital-seeks-retracti.md new file mode 100644 index 00000000000..202f99b9187 --- /dev/null +++ b/content/curated_resources/harvard-teaching-hospital-seeks-retracti.md @@ -0,0 +1,44 @@ +{ + "timestamp": "12/18/2024 5:53:19", + "title": "Harvard Teaching Hospital Seeks Retraction of Six Papers by Top Researchers", + "link_to_resource": "https://www.wsj.com/health/dana-farber-harvard-retractions-corrections-ceo-laurie-glimcher-935636f5?st=rmrb8ylnxgalkvg&reflink=desktopwebshare_permalink", + "creators": [ + "Nidhi Subbaraman" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The Dana-Farber Cancer Institute, a Harvard Medical School affiliate, is seeking to retract six studies and correct 31 other papers as part of a probe involving four of its senior cancer researchers and administrators.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research", + "Academic Life and Culture" + ], + "tags": [ + "Dana-Farber Cancer Institute", + "Harvard", + "Cancer Research", + "Review of Publications" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Scientific Misconduct: Fabrication and Falsification", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/heterogeneity-in-effect-size-estimates.md b/content/curated_resources/heterogeneity-in-effect-size-estimates.md new file mode 100644 index 00000000000..a1f632650f7 --- /dev/null +++ b/content/curated_resources/heterogeneity-in-effect-size-estimates.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/20/2025 4:57:13", + "title": "Heterogeneity in effect size estimates", + "link_to_resource": "https://doi.org/10.1073/pnas.2403490121", + "creators": [ + "Felix Holzmeister", + "Magnus Johannesson", + "Robert B\u00f6hm", + "and Michael Kirchler" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A typical empirical study involves choosing a sample, a research design, and an analysis path. Variation in such choices across studies leads to heterogeneity in results that introduce an additional layer of uncertainty, limiting the generalizability of published scientific findings. We provide a framework for studying heterogeneity in the social sciences and divide heterogeneity into population, design, and analytical heterogeneity. Our framework suggests that after accounting for heterogeneity, the probability that the tested hypothesis is true for the average population, design, and analysis path can be much lower than implied by nominal error rates of statistically significant individual studies. We estimate each type's heterogeneity from 70 multilab replication studies, 11 prospective meta-analyses of studies employing different experimental designs, and 5 multianalyst studies. In our data, population heterogeneity tends to be relatively small, whereas design and analytical heterogeneity are large. Our results should, however, be interpreted cautiously due to the limited number of studies and the large uncertainty in the heterogeneity estimates. We discuss several ways to parse and account for heterogeneity in the context of different methodologies.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "External Validity", + "Theory Building", + "Theory" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1073/pnas.2403490121", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/history-and-methods-of-psychology-syllab.md b/content/curated_resources/history-and-methods-of-psychology-syllab.md new file mode 100644 index 00000000000..968c8de02f6 --- /dev/null +++ b/content/curated_resources/history-and-methods-of-psychology-syllab.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 17:12:49", + "title": "History and Methods of Psychology Syllabus", + "link_to_resource": "https://osf.io/r4w2q/", + "creators": [ + "Moin Syed" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This course is designed to expose students to the history of psychology through a study of the methods used in research over time, with an emphasis on methods used in developmental psychology. Unlike most traditional history of psychology courses, we will focus less on the emergence and differentiation of different schools of psychological thought, and more about the emergence and differentiation of different methods of empirical inquiry. Unlike traditional methods courses, we will focus less on specific research designs and analytic techniques, and more on broader issues of inference that permeate all psychological research (i.e., meta-psychology). Importantly, the historical focus of the course will be grounded in contemporary methodological issues, both to illustrate how many of the current issues have persisted for decades, but also to highlight the tremendous advances in potential solutions we have seen in recent years. Through this course, students will develop a basic familiarity with a core set of issues in the history of psychology and will be competent in rudimentary meta-psychology. These skills are intended to greatly enhance the research acumen of the students, both as rigorous producers of new research and informed consumers of existing work.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/history-and-philosophy-of-psychology.md b/content/curated_resources/history-and-philosophy-of-psychology.md new file mode 100644 index 00000000000..0b1215cd85f --- /dev/null +++ b/content/curated_resources/history-and-philosophy-of-psychology.md @@ -0,0 +1,39 @@ +{ + "timestamp": "10/14/2021 13:48:05", + "title": "History and Philosophy of Psychology", + "link_to_resource": "https://osf.io/73zyu/", + "creators": [ + "Professor E.Machery" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In this course, we will examine the on-going methodological controversies around psychology, cognitive science, and cognitive neuroscience. We will look at the question of replication, statistical reform, measurement of psychological attributes, incentivesfor a successful science, etc. We will read articles and book chapters by scientists and statisticians in addition to some relevant articles by philosophers of science. There is no prerequisites for this course.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Philosophy", + "History of Psychology" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Philosophy of science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/history-repeating-guidelines-to-address.md b/content/curated_resources/history-repeating-guidelines-to-address.md new file mode 100644 index 00000000000..c45649f2523 --- /dev/null +++ b/content/curated_resources/history-repeating-guidelines-to-address.md @@ -0,0 +1,48 @@ +{ + "timestamp": "10/2/2023 10:10:39", + "title": "History repeating: Guidelines to address common problems in psychedelic science", + "link_to_resource": "https://doi.org/10.1177/20451253231198466", + "creators": [ + "Michiel van Elk", + "Eiko I. Fried" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Research in the last decade has expressed considerable optimism about the clinical potential of psychedelics for the treatment of mental disorders. This optimism is reflected in an increase in research papers, investments by pharmaceutical companies, patents, media coverage, as well as political and legislative changes. However, psychedelic science is facing serious challenges that threaten the validity of core findings and raise doubt regarding clinical efficacy and safety. In this paper, we introduce the 10 most pressing challenges, grouped into easy, moderate, and hard problems. We show how these problems threaten internal validity (treatment effects are due to factors unrelated to the treatment), external validity (lack of generalizability), construct validity (unclear working mechanism), or statistical conclusion validity (conclusions do not follow from the data and methods). These problems tend to co-occur in psychedelic studies, limiting conclusions that can be drawn about the safety and efficacy of psychedelic therapy. We provide a roadmap for tackling these challenges and share a checklist that researchers, journalists, funders, policymakers, and other stakeholders can use to assess the quality of psychedelic science. Addressing today\u2019s problems is necessary to find out whether the optimism regarding the therapeutic potential of psychedelics has been warranted and to avoid history repeating itself.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Open Science", + "Psychedelics", + "Psychotherapy", + "Questionable Research Practices", + "Validity" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1177/20451253231198466", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-and-whether-to-teach-undergraduates.md b/content/curated_resources/how-and-whether-to-teach-undergraduates.md new file mode 100644 index 00000000000..b999aa44f29 --- /dev/null +++ b/content/curated_resources/how-and-whether-to-teach-undergraduates.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-22T18:38:12.752Z", + "title": "How (and Whether) to Teach Undergraduates About the Replication Crisis in Psychological Science", + "link_to_resource": "https://journals.sagepub.com/doi/abs/10.1177/0098628318762900", + "creators": [ + "William J. Chopik", + "Ryan H. Bremner", + "Andrew M. Defever", + "Victor N. Keller" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Over the past 10 years, crises surrounding replication, fraud, and best practices in research methods have dominated discussions in the field of psychology. However, no research exists examining how to communicate these issues to undergraduates and what effect this has on their attitudes toward the field. We developed and validated a 1-hr lecture communicating issues surrounding the replication crisis and current recommendations to increase reproducibility. Pre- and post-lecture surveys suggest that the lecture serves as an excellent pedagogical tool. Following the lecture, students trusted psychological studies slightly less but saw greater similarities between psychology and natural science fields. We discuss challenges for instructors taking the initiative to communicate these issues to undergraduates in an evenhanded way.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1177/0098628318762900", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-can-preregistration-contribute-to-re.md b/content/curated_resources/how-can-preregistration-contribute-to-re.md new file mode 100644 index 00000000000..ccdbb98f27a --- /dev/null +++ b/content/curated_resources/how-can-preregistration-contribute-to-re.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/27/2023 15:25:06", + "title": "How can preregistration contribute to research in our field?", + "link_to_resource": "https://doi.org/10.1080/23743603.2015.1070611", + "creators": [ + "Kai J. Jonas", + "Joseph Cesario" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Comprehensive Results in Social Psychology (CRSP) is a novel journal for preregistered research (so-called registered reports, RR) in the field of social psychology. It offers RR-only publications, with the possibility of adding exploratory analysis and data as well. After submission of introduction, hypotheses, methods, procedure, and analysis plan, submitted manuscripts are reviewed prior to data collection. If the peer review process results in a positive evaluation of the manuscript, an initial publication agreement (IPA) is issued upon which publication of the manuscript (given adherence to the registered protocol) independent of the obtained results is possible. CRSP seeks to complement the publication options in our field by making transparent confirmatory and exploratory research possible.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Registered Reports", + "Social Psychology" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "10.1080/23743603.2015.1070611", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-failure-has-made-mathematics-stronge.md b/content/curated_resources/how-failure-has-made-mathematics-stronge.md new file mode 100644 index 00000000000..1afbe71dc79 --- /dev/null +++ b/content/curated_resources/how-failure-has-made-mathematics-stronge.md @@ -0,0 +1,41 @@ +{ + "timestamp": "1/9/2025 10:10:11", + "title": "How Failure Has Made Mathematics Stronger", + "link_to_resource": "https://www.quantamagazine.org/how-failure-has-made-mathematics-stronger-20240522/", + "creators": [ + "Jordana Cepelewicz" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "N.A.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Failure", + "Math" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Hidden curriculum", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-flash-mobs-can-be-used-for-data-coll.md b/content/curated_resources/how-flash-mobs-can-be-used-for-data-coll.md new file mode 100644 index 00000000000..d26c36e9b58 --- /dev/null +++ b/content/curated_resources/how-flash-mobs-can-be-used-for-data-coll.md @@ -0,0 +1,45 @@ +{ + "timestamp": "1/12/2025 9:45:35", + "title": "How flash mobs can be used for data collection in healthcare? A scoping review protocol", + "link_to_resource": "https://doi.org/10.1111/aas.14404", + "creators": [ + "Hejdi Gamst-Jensen", + "Lone Dragnes Brix", + "Marie Oxenb\u00f8ll Collet", + "Anne H\u00f8jager Nielsen" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Background\nTraditional research methods often involve a lengthy process, but the emergence of flash mobs as an innovative data collection method offers the potential to gather substantial data within a short time frame. Flash mobs draw inspiration from the concept of large groups organizing through the internet or mobile devices to perform a prearranged action in public. In healthcare research, flash mobs serve as research organizing method to investigate clinically relevant questions on a large scale within a limited period.\n\nAims\nThis study aims to present a study protocol for a scoping review that comprehensively maps the existing literature on the use of flash mobs as a data collection method in healthcare research.\n\nMethods\nThe review will follow established guidelines and include steps such as identifying the research question, identifying relevant studies, selecting studies, charting the data, and collating and summarizing the results. The review will utilize databases, manual screening of additional sources, and covidence for study selection and data charting. The findings will be summarized using descriptive statistics and a descriptive synthesis of qualitative data. The review protocol has been registered with the Open Science Framework.\n\nResults\nThe results of this scoping review will provide insights into different flash mob designs, motivations, and the data collection process, contributing to the development of high-quality flash mob data collections in healthcare research.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Academic Life and Culture" + ], + "tags": [ + "Flash Mob", + "Patient-Centered", + "Scoping Review" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Participatory research", + "doi": "10.1111/aas.14404", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-openness-facilitates-collaboration.md b/content/curated_resources/how-openness-facilitates-collaboration.md new file mode 100644 index 00000000000..223d6a92c21 --- /dev/null +++ b/content/curated_resources/how-openness-facilitates-collaboration.md @@ -0,0 +1,43 @@ +{ + "timestamp": "12/12/2024 10:07:51", + "title": "How openness facilitates collaboration", + "link_to_resource": "https://www.youtube.com/watch?v=tB-O3cs7les", + "creators": [ + "Jemeen Sreedharan", + "UKRIO" + ], + "material_type": [ + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Dr Jemeen Sreedharan talks about his personal experiences of openness (and the opposite!) and how it has led to his research flourishing. This is a series of anecdotes and associated learning experiences he has had over the years.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Openness", + "Data Sharing", + "Collaboration" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-racist-policing-took-over-american-c.md b/content/curated_resources/how-racist-policing-took-over-american-c.md new file mode 100644 index 00000000000..267121726ba --- /dev/null +++ b/content/curated_resources/how-racist-policing-took-over-american-c.md @@ -0,0 +1,46 @@ +{ + "timestamp": "3/14/2021 15:14:25", + "title": "How racist policing took over American cities, explained by a historian", + "link_to_resource": "https://www.vox.com/2020/6/6/21280643/police-brutality-violence-protests-racism-khalil-muhammad", + "creators": [ + "Anna North" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "\u201cThe problem is the way policing was built,\u201d historian Khalil Muhammad says.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Parent", + "Librarian" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Diversity", + "Equity", + "Inclusion" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Racism in science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-scientists-can-stop-fooling-themselv.md b/content/curated_resources/how-scientists-can-stop-fooling-themselv.md new file mode 100644 index 00000000000..64776299955 --- /dev/null +++ b/content/curated_resources/how-scientists-can-stop-fooling-themselv.md @@ -0,0 +1,52 @@ +{ + "timestamp": "2020-08-06T15:26:43.117Z", + "title": "How scientists can stop fooling themselves", + "link_to_resource": "https://doi.org/10.1038/d41586-020-02275-8", + "creators": [ + "Professor Dorothy Bishop" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Sampling simulated data can reveal common ways in which our cognitive biases mislead us.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1038/d41586-020-02275-8", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-significant-are-the-public-dimension.md b/content/curated_resources/how-significant-are-the-public-dimension.md new file mode 100644 index 00000000000..c41bfb39893 --- /dev/null +++ b/content/curated_resources/how-significant-are-the-public-dimension.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "How significant are the public dimensions of faculty work in review, promotion and tenure documents?", + "link_to_resource": "https://elifesciences.org/articles/42254", + "creators": [ + "Carol Mu\u00f1oz Nieves", + "Erin C McKiernan", + "Gustavo E Fischman", + "Juan P Alperin", + "Lesley A Schimanski", + "Meredith T Niles" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Much of the work done by faculty at both public and private universities has significant public dimensions: it is often paid for by public funds; it is often aimed at serving the public good; and it is often subject to public evaluation. To understand how the public dimensions of faculty work are valued, we analyzed review, promotion, and tenure documents from a representative sample of 129 universities in the US and Canada. Terms and concepts related to public and community are mentioned in a large portion of documents, but mostly in ways that relate to service, which is an undervalued aspect of academic careers. Moreover, the documents make significant mention of traditional research outputs and citation-based metrics: however, such outputs and metrics reward faculty work targeted to academics, and often disregard the public dimensions. Institutions that seek to embody their public mission could therefore work towards changing how faculty work is assessed and incentivized.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Academic Careers", + "Higher Education", + "Institutional Policy", + "Metrics", + "Open Access", + "Publishing", + "Scholarly Communications" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-to-classify-detect-and-manage-univar.md b/content/curated_resources/how-to-classify-detect-and-manage-univar.md new file mode 100644 index 00000000000..c4175b288e5 --- /dev/null +++ b/content/curated_resources/how-to-classify-detect-and-manage-univar.md @@ -0,0 +1,52 @@ +{ + "timestamp": "12/18/2023 16:52:56", + "title": "How to classify, detect, and manage univariate and multivariate outliers, with emphasis on pre-registration", + "link_to_resource": "http://doi.org/10.5334/irsp.289", + "creators": [ + "Christophe Leys", + "Marie Delacre", + "Youri L. Mora", + "Daniel Lakens", + "Christophe Ley" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Researchers often lack knowledge about how to deal with outliers when analyzing their data. Even more frequently, researchers do not pre-specify how they plan to manage outliers. In this paper we aim to improve research practices by outlining what you need to know about outliers. We start by providing a functional definition of outliers. We then lay down an appropriate nomenclature/classification of outliers. This nomenclature is used to understand what kinds of outliers can be encountered and serves as a guideline to make appropriate decisions regarding the conservation, deletion, or recoding of outliers. These decisions might impact the validity of statistical inferences as well as the reproducibility of our experiments. To be able to make informed decisions about outliers you first need proper detection tools. We remind readers why the most common outlier detection methods are problematic and recommend the use of the median absolute deviation to detect univariate outliers, and of the Mahalanobis-MCD distance to detect multivariate outliers. An R package was created that can be used to easily perform these detection tests. Finally, we promote the use of pre-registration to avoid flexibility in data analysis when handling outliers.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Psychology", + "Transparency", + "Outliers", + "Preregistration", + "Robust Detection", + "Malahanobis Distance", + "Median Absolute Deviation", + "Minimum Covariance Determinant" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Study Design, Understanding the types of preregistration and writing one.", + "doi": "10.5334/irsp.289", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-to-crack-pre-registration-toward-tra.md b/content/curated_resources/how-to-crack-pre-registration-toward-tra.md new file mode 100644 index 00000000000..1d4ccdc9a13 --- /dev/null +++ b/content/curated_resources/how-to-crack-pre-registration-toward-tra.md @@ -0,0 +1,53 @@ +{ + "timestamp": "10/23/2023 12:02:08", + "title": "How to Crack Pre-registration: Toward Transparent and Open Science", + "link_to_resource": "https://doi.org/10.3389/fpsyg.2018.01831", + "creators": [ + "Yuki Yamada" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The reproducibility problem that exists in various academic fields has been discussed in recent years, and it has been revealed that scientists discreetly engage in several questionable research practices (QRPs). For example, the practice of hypothesizing after the results are known (HARKing) involves the reconstruction of hypotheses and stories after results have been obtained (Kerr, 1998) and thereby promotes the retrospective fabrication of favorable hypotheses (cf. Bem, 2004). P-hacking encompasses various untruthful manipulations for obtaining p-values less than 0.05 (Simmons et al., 2011). Such unethical practices dramatically increase the number of false positive findings and thereby encourage the intentional fabrication of evidence as the basis of scientific knowledge and theory, which leads to individual profits for researchers.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Understanding the types of preregistration and writing one.", + "doi": "10.3389/fpsyg.2018.01831", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-to-make-data-open-stop-overlooking-l.md b/content/curated_resources/how-to-make-data-open-stop-overlooking-l.md new file mode 100644 index 00000000000..8781c2bf939 --- /dev/null +++ b/content/curated_resources/how-to-make-data-open-stop-overlooking-l.md @@ -0,0 +1,59 @@ +{ + "timestamp": "12/13/2023 14:27:03", + "title": "How to make data open? Stop overlooking librarians", + "link_to_resource": "https://doi.org/10.1038/d41586-023-03935-1", + "creators": [ + "Jessica Farrell" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Digital archivists are already experts at tackling the complex challenges of making research data open and accessible. We can help to smooth the transition.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Research Data", + "Research Management", + "Funding", + "Policy", + "Librarians", + "Digital Archiving", + "Open Data" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management, Repositories", + "doi": "10.1038/d41586-023-03935-1", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-to-make-more-published-research-true.md b/content/curated_resources/how-to-make-more-published-research-true.md new file mode 100644 index 00000000000..dcaccba0db1 --- /dev/null +++ b/content/curated_resources/how-to-make-more-published-research-true.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-27T16:32:51.626Z", + "title": "How to Make More Published Research True", + "link_to_resource": "https://doi.org/10.1371/journal.pmed.1001747", + "creators": [ + "John Ioannidis" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "An essay about How to Make More Published Research True", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1371/journal.pmed.1001747", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-to-produce-identify-and-motivate-rob.md b/content/curated_resources/how-to-produce-identify-and-motivate-rob.md new file mode 100644 index 00000000000..cf40a48668b --- /dev/null +++ b/content/curated_resources/how-to-produce-identify-and-motivate-rob.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2/20/2025 5:42:18", + "title": "How to Produce, Identify, and Motivate Robust Psychological Science: A Roadmap and a Response to Vize et al.", + "link_to_resource": "https://doi.org/10.1177/10731911241299723", + "creators": [ + "E. David Klonsky" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Some wish to mandate preregistration as a response to the replication crisis, while I and others caution that such mandates inadvertently cause harm and distract from more critical reforms. In this article, after briefly critiquing a recently published defense of preregistration mandates, I propose a three-part vision for cultivating a robust and cumulative psychological science. First, we must know how to produce robust rather than fragile findings. Key ingredients include sufficient sample sizes, valid measurement, and honesty/transparency. Second, we must know how to identify robust (and non-robust) findings. To this end, I reframe robustness checks broadly into four types: across analytic decisions, across measures, across samples, and across investigative teams. Third, we must be motivated to produce and care about robust science. This aim requires marshaling sociocultural forces to support, reward, and celebrate the production of robust findings, just as we once rewarded flashy but fragile findings. Critically, these sociocultural reinforcements must be tied as closely as possible to rigor and robustness themselves\u2014rather than cosmetic indicators of rigor and robustness, as we have done in the past.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration" + ], + "tags": [ + "Metascience", + "Preregistration Badges", + "Robust Science", + "Psychological Science", + "Open Science", + "Replication Crisis", + "Transparency" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1177/10731911241299723", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-to-use-osf-as-an-electronic-lab-note.md b/content/curated_resources/how-to-use-osf-as-an-electronic-lab-note.md new file mode 100644 index 00000000000..a288759cbcf --- /dev/null +++ b/content/curated_resources/how-to-use-osf-as-an-electronic-lab-note.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "How to Use OSF as an Electronic Lab Notebook", + "link_to_resource": "https://www.youtube.com/watch?v=2RUJLkQBDNw", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This webinar outlines how to use the free Open Science Framework (OSF) as an Electronic Lab Notebook for personal work or private collaborations. Fundamental features we cover include how to record daily activity, how to store images or arbitrary data files, how to invite collaborators, how to view old versions of files, and how to connect all this usage to more complex structures that support the full work of a lab across multiple projects and experiments.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Electronic Lab Notebooks", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/how-uk-science-is-failing-black-research.md b/content/curated_resources/how-uk-science-is-failing-black-research.md new file mode 100644 index 00000000000..45732ece6eb --- /dev/null +++ b/content/curated_resources/how-uk-science-is-failing-black-research.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/13/2025 4:53:29", + "title": "How UK science is failing Black researchers \u2014 in nine stark charts", + "link_to_resource": "https://www.nature.com/immersive/d41586-022-04386-w/index.html", + "creators": [ + "Elizabeth Gibney" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Data show that Black scientists\u2019 representation dwindles at each stage of academia in the United Kingdom. This article is the first in a Nature series examining data on ethnic or racial diversity in science in different countries.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Diversity", + "Equality", + "Equity", + "Black Researchers" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Racism in science, Diversity in Academia, Equity", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/i-fooled-millions-into-thinking-chocolat.md b/content/curated_resources/i-fooled-millions-into-thinking-chocolat.md new file mode 100644 index 00000000000..cc530d902bf --- /dev/null +++ b/content/curated_resources/i-fooled-millions-into-thinking-chocolat.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-11T06:33:37.439Z", + "title": "I Fooled Millions Into Thinking Chocolate Helps Weight Loss. Here's How.", + "link_to_resource": "https://io9.gizmodo.com/i-fooled-millions-into-thinking-chocolate-helps-weight-1707251800", + "creators": [ + "John Bohannon" + ], + "material_type": [ + "Primary Source", + "Reading", + "Blog" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A blog about reproducibility crisis", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Scientific Misconduct: Fabrication and Falsification", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/i-m-telling-you-my-story-not-publishing.md b/content/curated_resources/i-m-telling-you-my-story-not-publishing.md new file mode 100644 index 00000000000..0b59c227903 --- /dev/null +++ b/content/curated_resources/i-m-telling-you-my-story-not-publishing.md @@ -0,0 +1,45 @@ +{ + "timestamp": "1/12/2025 10:04:11", + "title": "\u201cI\u2019m telling you my story, not publishing a blog\u201d: Considerations and suggestions on data sharing in qualitative health psychology research on sensitive topics", + "link_to_resource": "https://doi.org/10.1177/13591053241239109", + "creators": [ + "Gabriela Gore-Gorszewska" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Qualitative research plays a pivotal role in health psychology, offering insights into the intricacies of health-related issues. However, the specificity of qualitative methodology presents challenges in adhering to standard open science principles, including data sharing. The guidelines to address these issues are limited. Drawing from the author\u2019s experience in conducting in-depth interviews with middle-aged and older adults regarding their sexuality, this article discusses various challenges in implementing data sharing requirements. It emphasizes factors like participants\u2019 reasonable reluctance to share in specific populations, the depth of personal information gleaned from comprehensive interviews, concerns surrounding potential data misuse both within and outside academic circles, and the complex issue of obtaining informed consent. A universal approach to data sharing in qualitative research proves impractical, emphasizing the necessity for adaptable, context-specific guidelines that acknowledge the methodology\u2019s nuances. Striking a balance between transparency and ethical responsibility requires tailored strategies and thoughtful consideration.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Data Sharing", + "Ethics", + "Informed Consent", + "Older Adults", + "Qualitative Methods", + "Sexuality" + ], + "forrt_clusters_new": "FAIR data and materials, Ways of Working", + "forrt_sub_clusters": "Reasons not to share: Privacy and security considerations, Qualitative research", + "doi": "10.1177/13591053241239109", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/identifying-participants-in-the-personal.md b/content/curated_resources/identifying-participants-in-the-personal.md new file mode 100644 index 00000000000..a1a03921c13 --- /dev/null +++ b/content/curated_resources/identifying-participants-in-the-personal.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-06-11T06:35:21.899Z", + "title": "Identifying Participants in the Personal Genome Project by Name", + "link_to_resource": "http://dataprivacylab.org/projects/pgp/1021-1.pdf", + "creators": [ + "Sweeney", + "Latanya", + "Akua Abu", + "and Julia Winn." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "We linked names and contact information to publicly available profiles in the Personal Genome Project. These profiles contain medical and genomic information, including details about medications, procedures and diseases, and demographic information, such as date of birth, gender, and postal code. By linking demographics to public records such as voter lists, and mining for names hidden in attached documents, we correctly identified 84 to 97 percent of the profiles for which we provided names. Our ability to learn their names is based on their demographics, not their DNA, thereby revisiting an old vulnerability that could be easily thwarted with minimal loss of research value. So, we propose technical remedies for people to learn about their demographics to make better decisions.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ethical considerations for improved practices", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/iit-vs-gnwt-and-the-meaning-of-evidence.md b/content/curated_resources/iit-vs-gnwt-and-the-meaning-of-evidence.md new file mode 100644 index 00000000000..489e6a926fa --- /dev/null +++ b/content/curated_resources/iit-vs-gnwt-and-the-meaning-of-evidence.md @@ -0,0 +1,47 @@ +{ + "timestamp": "9/12/2023 13:55:29", + "title": "IIT vs. GNWT and the meaning of evidence in consciousness science", + "link_to_resource": "https://elusiveself.wordpress.com/2023/09/09/iit-vs-gnwt-and-the-meaning-of-evidence-in-consciousness-science/", + "creators": [ + "Steve Fleming" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This post follows one I wrote earlier in the summer, after ASSC. Since then I have been trying (in a first-person therapy sort of way) to figure out what made me so worried after the IIT vs. GNWT showdown, and the media coverage that followed it. In this post (which is going to be more technical, and more focused on theories of consciousness) I aim to articulate why many of us were concerned about how the results of the first Accelerating Research on Consciousness initiative were portrayed, and the lessons that this holds for future ARCs, particularly those attempting to test theories that are metaphysically unusual such as IIT.\n\nI am personally invested in trying to understand what happened here, as together with Axel Cleeremans I am co-leading a similar project, also funded by TWCF, in which we are comparing different higher-order theories (HOTs). Our project hasn\u2019t started yet, so now feels like a good time to think about how best to organise ourselves. I also want to start with a disclaimer: I thoroughly admire the efforts to change the field that the Cogitate project has engaged in. Running adversarial collaborations is hard \u2013 and running the first one is no doubt an order of magnitude harder. Simply put, we would not be having these discussions (and I would not be writing this blog post) If it wasn\u2019t for their project. We would in all likelihood be pursuing \u201cregular\u201d projects which, as Yaron and colleagues have strikingly highlighted, have repeatedly suffered from confirmation bias and \u201clooking under the lamppost\u201d.\n\nIn what follows I focus on three distinct issues. The first is the origin of predictions, and the idiosyncratic nature of these. The second is the role of background assumptions, and how consciousness science interfaces with mainstream neuroscience. The third is the bigger-picture (and perhaps harder to resolve) issue of how to test between two theories that have radically different metaphysical starting points and implications.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "researcher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Consciousness", + "IIT", + "GNWT", + "Accelerating Research on Consciousness", + "Higher Order Theories" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Objectivity in Research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/image-processing-with-python.md b/content/curated_resources/image-processing-with-python.md new file mode 100644 index 00000000000..6c7faf41aa2 --- /dev/null +++ b/content/curated_resources/image-processing-with-python.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "Image Processing with Python", + "link_to_resource": "https://datacarpentry.org/image-processing/", + "creators": [ + "Mark Meysenberg" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This lesson shows how to use Python and skimage to do basic image processing. With support from an NSF iUSE grant, Dr. Tessa Durham Brooks and Dr. Mark Meysenburg at Doane College, Nebraska, USA have developed a curriculum for teaching image processing in Python. This lesson is currently being piloted at different institutions. This pilot phase will be followed by a clean-up phase to incorporate suggestions and feedback from the pilots into the lessons and to make the lessons teachable by the broader community. Development for these lessons has been supported by a grant from the Sloan Foundation.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Image Processing", + "Open Scholarship Tools and Technologies", + "Python", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, Ways of Working", + "forrt_sub_clusters": "Computational reproducibility, Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/impact-of-genetic-background-and-experim.md b/content/curated_resources/impact-of-genetic-background-and-experim.md new file mode 100644 index 00000000000..d915114c804 --- /dev/null +++ b/content/curated_resources/impact-of-genetic-background-and-experim.md @@ -0,0 +1,74 @@ +{ + "timestamp": "01/01/2020", + "title": "Impact of genetic background and experimental reproducibility on identifying chemical compounds with robust longevity effects", + "link_to_resource": "https://www.nature.com/articles/ncomms14256", + "creators": [ + "Anna B. Crist", + "Anna C. Foulger", + "Anna L. Coleman-Hulbert", + "Brian Onken", + "Carolina Ibanez-Ventoso", + "Christina Chang", + "Christine A. Sedore", + "Daniel Edgar", + "Dipa Bhaumik", + "Elizabeth A. Chao", + "Erik Johnson", + "Esteban Chen", + "Girish Harinath", + "Gordon J. Lithgow", + "Jailynn Harke", + "Jason L Kish", + "Jian Xue", + "John H. Willis", + "June Hope", + "Kathleen J. Dumas", + "Manish Chamoli", + "Mark Lucanic", + "Mary Anne Royal", + "Max Guo", + "Michael P. Presley", + "Michelle K. Chen", + "Monica Driscoll", + "Patrick C. Phillips", + "Shaunak Kamat", + "Shobhna Patel", + "Suzanne Angeli", + "Suzhen Guo", + "Theo Garrett", + "W. Todd Plummer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Limiting the debilitating consequences of ageing is a major medical challenge of our time. Robust pharmacological interventions that promote healthy ageing across diverse genetic backgrounds may engage conserved longevity pathways. Here we report results from the Caenorhabditis Intervention Testing Program in assessing longevity variation across 22 Caenorhabditis strains spanning 3 species, using multiple replicates collected across three independent laboratories. Reproducibility between test sites is high, whereas individual trial reproducibility is relatively low. Of ten pro-longevity chemicals tested, six significantly extend lifespan in at least one strain. Three reported dietary restriction mimetics are mainly effective across C. elegans strains, indicating species and strain-specific responses. In contrast, the amyloid dye ThioflavinT is both potent and robust across the strains. Our results highlight promising pharmacological leads and demonstrate the importance of assessing lifespans of discrete cohorts across repeat studies to capture biological variation in the search for reproducible ageing interventions.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Genetics", + "Reproducibility", + "Research Methods" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/improvements-since-the-replication-crisi.md b/content/curated_resources/improvements-since-the-replication-crisi.md new file mode 100644 index 00000000000..a91023de2b1 --- /dev/null +++ b/content/curated_resources/improvements-since-the-replication-crisi.md @@ -0,0 +1,100 @@ +{ + "timestamp": "3/20/2025 15:32:15", + "title": "Improvements since the Replication Crisis: The Structural, Procedural, and Community Changes", + "link_to_resource": "https://doi.org/10.1038/s44271-023-00003-2", + "creators": [ + "Korbmacher", + "M.", + "Azevedo", + "F.", + "Pennington", + "C. R.", + "Hartmann", + "H.", + "Pownall", + "M.", + "Schmidt", + "K.", + "Elsherif", + "M.", + "Breznau", + "N.", + "Robertson", + "O.", + "Kalandadze", + "T.", + "Yu", + "S.", + "Baker", + "B. J.", + "O\u2019Mahony", + "A.", + "Olsnes", + "J. \u00d8.-S.", + "Shaw", + "J. J.", + "Gjoneska", + "B.", + "Yamada", + "Y.", + "R\u00f6er", + "J. P.", + "Murphy", + "J.", + "Alzahawi", + "S.", + "Grinschgl", + "S.", + "Oliveira", + "C. M.", + "Wingen", + "T.", + "Yeung", + "S. K.", + "Liu", + "M.", + "K\u00f6nig", + "L. M.", + "Albayrak-Aydemir", + "N.", + "Lecuona", + "O.", + "Micheli", + "L.", + "& Evans", + "T. and FORRT" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The emergence of large-scale replication projects yielding successful rates substantially lower than expected caused the behavioural, cognitive, and social sciences to experience a so-called 'replication crisis'. In this Perspective, we reframe this 'crisis' through the lens of a credibility revolution, focusing on positive structural, procedural and community-driven changes. Second, we outline a path to expand ongoing advances and improvements. The credibility revolution has been an impetus to several substantive changes which will have a positive, long-term impact on our research environment. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Replication Crisis; Reproducibility; Academic Reform" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.1038/s44271-023-00003-2", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/improving-evidence-based-practice-throug.md b/content/curated_resources/improving-evidence-based-practice-throug.md new file mode 100644 index 00000000000..a9ddd38ff26 --- /dev/null +++ b/content/curated_resources/improving-evidence-based-practice-throug.md @@ -0,0 +1,50 @@ +{ + "timestamp": "10/30/2023 12:39:39", + "title": "Improving evidence-based practice through preregistration of applied research: Barriers and recommendations", + "link_to_resource": "https://doi.org/10.1080/08989621.2021.1969233", + "creators": [ + "Thomas Rhys Evans", + "Peter Branney", + "Andrew Clements", + "Ella Hatton" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Preregistration is the practice of publicly publishing plans on central components of the research process before access to, or collection, of data. Within the context of the replication crisis, open science practices like preregistration have been pivotal in facilitating greater transparency in research. However, such practices have been applied nearly exclusively to basic academic research, with rare consideration of the relevance to applied and consultancy-based research. This is particularly problematic as such research is typically reported with very low levels of transparency and accountability despite being disseminated as influential gray literature to inform practice. Evidence-based practice is best served by an appreciation of multiple sources of quality evidence, thus the current review considers the potential of preregistration to improve both the accessibility and credibility of applied research toward more rigorous evidence-based practice. The current three-part review outlines, first, the opportunities of preregistration for applied research, and second, three barriers \u2013 practical challenges, stakeholder roles, and the suitability of preregistration. Last, this review makes four recommendations to overcome these barriers and maximize the opportunities of preregistration for academics, industry, and the structures they are held within \u2013 changes to preregistration templates, new types of templates, education and training, and recognition and structural changes.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Academia", + "Industry", + "Consulting", + "Applied Research", + "Evidence-based Practices" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1080/08989621.2021.1969233", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/improving-our-science-reproducibility-re.md b/content/curated_resources/improving-our-science-reproducibility-re.md new file mode 100644 index 00000000000..e040d86fae8 --- /dev/null +++ b/content/curated_resources/improving-our-science-reproducibility-re.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 13:52:29", + "title": "Improving (Our) Science: Reproducibility, Reporting, and Openness", + "link_to_resource": "https://osf.io/bcdpv/", + "creators": [ + "Don Moore and Leif Nelson" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The goal of the course is to become a better scientist. You will learn about newest standards for scientific openness, and how they influence the reporting and interpretation of empirical evidence. One component of the course is an intervention to assist you as a practicing scientist. The hope is that the course will help you to lay out the ideal norms and practices and then give you a bit of practice in implementing them. A second component of the course will examine the discrepancy between scientific values and normative scientific practices. What are the ordinary daily practices of scientists, laboratories, and disciplines and when do they fail to follow best practices? We will consider (and propose) solutions for bringing scientific practice in concert with scientific goals.The third component will be the evaluation of those solutions. Which interventions hold the most promise for improving scientific practice and how will we be able to judge?This is not a typical graduate course. However, it is very relevant to doing effective research. It is not quite a research methods class, not quite a professional issues class, and not quite a self-improvement class, but it is a bit of all of three. The substantive content of interest is your own graduate field and research projects. The focus of this class is on (a) the practices you use to become expert and contribute to that field, and (b) the normative practices that disrupt the development of knowledge in that field. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Conceptual and statistical knowledge" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/improving-our-science.md b/content/curated_resources/improving-our-science.md new file mode 100644 index 00000000000..81a46057d4d --- /dev/null +++ b/content/curated_resources/improving-our-science.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 13:55:20", + "title": "Improving (Our) Science", + "link_to_resource": "https://osf.io/rifzn/", + "creators": [ + "Brian Nosek" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The goal of science is to accumulate knowledge about nature. There are scientific values guiding how scientists should work, and scientific practices guiding how scientists do work. This course will examine the discrepancy between scientific values and scientific practices. What are the ordinary daily practices of scientists ,laboratories, and disciplines that deviate from scientific values? Why are they different What can, and should, be done about it We will develop and implement strategies to improve alignment between our own scientific values and practices.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Transparency", + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Questionable research practices & their prevalence", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/improving-the-dependability-of-research.md b/content/curated_resources/improving-the-dependability-of-research.md new file mode 100644 index 00000000000..71f401f66b9 --- /dev/null +++ b/content/curated_resources/improving-the-dependability-of-research.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-27T16:43:31.803Z", + "title": "Improving the Dependability of Research in Personality and Social Psychology: Recommendations for Research and Educational Practice", + "link_to_resource": "https://doi.org/10.1177/1088868313507536", + "creators": [ + "Funder et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In this article, the Society for Personality and Social Psychology (SPSP) Task Force on Publication and Research Practices offers a brief statistical primer and recommendations for improving the dependability of research. Recommendations for research practice include (a) describing and addressing the choice of N (sample size) and consequent issues of statistical power, (b) reporting effect sizes and 95% confidence intervals (CIs), (c) avoiding \u201cquestionable research practices\u201d that can inflate the probability of Type I error, (d) making available research materials necessary to replicate reported results, (e) adhering to SPSP\u2019s data sharing policy, (f) encouraging publication of high-quality replication studies, and (g) maintaining flexibility and openness to alternative standards and methods. Recommendations for educational practice include (a) encouraging a culture of \u201cgetting it right,\u201d (b) teaching and encouraging transparency of data reporting, (c) improving methodological instruction, and (d) modeling sound science and supporting junior researchers who seek to \u201cget it right.\u201d", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "10.1177/1088868313507536", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/improving-transparency-in-observational.md b/content/curated_resources/improving-transparency-in-observational.md new file mode 100644 index 00000000000..e8e63b6af97 --- /dev/null +++ b/content/curated_resources/improving-transparency-in-observational.md @@ -0,0 +1,42 @@ +{ + "timestamp": "10/30/2023 12:46:47", + "title": "Improving transparency in observational social science research: A pre-analysis plan approach", + "link_to_resource": "https://doi.org/10.1016/j.econlet.2018.03.036", + "creators": [ + "Fiona Burlig" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Social science research has undergone a credibility revolution, but these gains are at risk due to problematic research practices. Existing research on transparency has centered around randomized controlled trials, which constitute only a small fraction of research in economics. In this paper, I highlight three scenarios in which study preregistration can be credibly applied in non-experimental settings: cases where researchers collect their own data; prospective studies; and research using restricted-access data.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Social Science" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1016/j.econlet.2018.03.036", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/improving-your-statistical-inferences.md b/content/curated_resources/improving-your-statistical-inferences.md new file mode 100644 index 00000000000..3a8ab5fd769 --- /dev/null +++ b/content/curated_resources/improving-your-statistical-inferences.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-19T17:01:58.699Z", + "title": "Improving your statistical inferences", + "link_to_resource": "https://www.coursera.org/learn/statistical-inferences", + "creators": [ + "Daniel Lakens" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "This course aims to help you to draw better statistical inferences from empirical research. First, we will discuss how to correctly interpret p-values, effect sizes, confidence intervals, Bayes Factors, and likelihood ratios, and how these statistics answer different questions you might be interested in. Then, you will learn how to design experiments where the false positive rate is controlled, and how to decide upon the sample size for your study, for example in order to achieve high statistical power. Subsequently, you will learn how to interpret evidence in the scientific literature given widespread publication bias, for example by learning about p-curve analysis. Finally, we will talk about how to do philosophy of science, theory construction, and cumulative science, including how to perform replication studies, why and how to pre-register your experiment, and how to share your results following Open Science principles. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Course" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/in-praise-of-moderation-suggestions-for.md b/content/curated_resources/in-praise-of-moderation-suggestions-for.md new file mode 100644 index 00000000000..a832d0656bb --- /dev/null +++ b/content/curated_resources/in-praise-of-moderation-suggestions-for.md @@ -0,0 +1,49 @@ +{ + "timestamp": "10/30/2023 12:49:15", + "title": "In Praise of Moderation: Suggestions for the Scope and Use of Pre-Analysis Plans for RCTs in Economics", + "link_to_resource": "https://doi.org/10.3386/w26993", + "creators": [ + "Abhijit Banerjee", + "Esther Duflo", + "Amy Finkelstein", + "Lawrence F. Katz", + "Benjamin A. Olken", + "Anja Sautmann" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Pre-Analysis Plans (PAPs) for randomized evaluations are becoming increasingly common in Economics, but their definition remains unclear and their practical applications therefore vary widely. Based on our collective experiences as researchers and editors, we articulate a set of principles for the ex-ante scope and ex-post use of PAPs. We argue that the key benefits of a PAP can usually be realized by completing the registration fields in the AEA RCT Registry. Specific cases where more detail may be warranted include when subgroup analysis is expected to be particularly important, or a party to the study has a vested interest. However, a strong norm for more detailed pre-specification can be detrimental to knowledge creation when implementing field experiments in the real world. An ex-post requirement of strict adherence to pre-specified plans, or the discounting of non-pre-specified work, may mean that some experiments do not take place, or that interesting observations and new theories are not explored and reported. Rather, we recommend that the final research paper be written and judged as a distinct object from the \u201cresults of the PAP\u201d; to emphasize this distinction, researchers could consider producing a short, publicly available report (the \u201cpopulated PAP\u201d) that populates the PAP to the extent possible and briefly discusses any barriers to doing so.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Pre-Analysis Plans", + "Economics" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning, Understanding the types of preregistration and writing one.", + "doi": "10.3386/w26993", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/in-praise-of-the-null-hypothesis-statist.md b/content/curated_resources/in-praise-of-the-null-hypothesis-statist.md new file mode 100644 index 00000000000..f5c6ad03619 --- /dev/null +++ b/content/curated_resources/in-praise-of-the-null-hypothesis-statist.md @@ -0,0 +1,38 @@ +{ + "timestamp": "2020-05-24T12:37:21.911Z", + "title": "In Praise of the Null Hypothesis Statistical Test", + "link_to_resource": "https://doi.org/10.1037/0003-066X.52.1.15", + "creators": [ + "Richard L. Hagen" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Jacob Cohen (see record 1995-12080-001) raised a number of questions about the logic and information value of the null hypothesis statistical test (NHST). Specifically, he suggested that: (1) The NHST does not tell us what we want to know; (2) the null hypothesis is always false; and (3) the NHST lacks logical integrity. It is the author's view that although there may be good reasons to give up the NHST, these particular points made by Cohen are not among those reasons. When addressing these points, the author also attempts to demonstrate the elegance and usefulness of the NHST.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1037/0003-066X.52.1.15", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/inappropriate-fiddling-with-statistical.md b/content/curated_resources/inappropriate-fiddling-with-statistical.md new file mode 100644 index 00000000000..ecf8fa6e769 --- /dev/null +++ b/content/curated_resources/inappropriate-fiddling-with-statistical.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-04T19:00:43.218Z", + "title": "Inappropriate fiddling with statistical analyses to obtain a desirable p-value: tests to detect its presence in published literature. ", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0046363", + "creators": [ + "Gary L. Gadbury and David B. Allison" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Much has been written regarding p-values below certain thresholds (most notably 0.05) denoting statistical significance and the tendency of such p-values to be more readily publishable in peer-reviewed journals. Intuition suggests that there may be a tendency to manipulate statistical analyses to push a \u2018\u2018near significant p-value\u2019\u2019 to a level that is considered significant. This article presents a method for detecting the presence of such manipulation (herein called \u2018\u2018fiddling\u2019\u2019) in a distribution of p-values from independent studies. Simulations are used to illustrate the properties of the method. The results suggest that the method has low type I error and that power approaches acceptable levels as the number of p-values being studied approaches 1000.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1371/journal.pone.0046363", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/inconsistent-multiple-testing-correction.md b/content/curated_resources/inconsistent-multiple-testing-correction.md new file mode 100644 index 00000000000..6162cb64751 --- /dev/null +++ b/content/curated_resources/inconsistent-multiple-testing-correction.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/27/2025 4:12:56", + "title": "Inconsistent multiple testing corrections: The fallacy of using family-based error rates to make inferences about individual hypotheses", + "link_to_resource": "https://doi.org/10.1016/j.metip.2024.100140", + "creators": [ + "Mark Rubin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "During multiple testing, researchers often adjust their alpha level to control the familywise error rate for a statistical inference about a joint union alternative hypothesis (e.g., \u201cH1,1 or H1,2\u201d). However, in some cases, they do not make this inference. Instead, they make separate inferences about each of the individual hypotheses that comprise the joint hypothesis (e.g., H1,1 and H1,2). For example, a researcher might use a Bonferroni correction to adjust their alpha level from the conventional level of 0.050 to 0.025 when testing H1,1 and H1,2, find a significant result for H1,1 (p < 0.025) and not for H1,2 (p > 0.025), and so claim support for H1,1 and not for H1,2. However, these separate individual inferences do not require an alpha adjustment. Only a statistical inference about the union alternative hypothesis \u201cH1,1 or H1,2\u201d requires an alpha adjustment because it is based on \u201cat least one\u201d significant result among the two tests, and so it refers to the familywise error rate. Hence, an inconsistent correction occurs when a researcher corrects their alpha level during multiple testing but does not make an inference about a union alternative hypothesis. In the present article, I discuss this inconsistent correction problem, including its reduction in statistical power for tests of individual hypotheses and its potential causes vis-\u00e0-vis error rate confusions and the alpha adjustment ritual. I also provide three illustrations of inconsistent corrections from recent psychology studies. I conclude that inconsistent corrections represent a symptom of statisticism, and I call for a more nuanced inference-based approach to multiple testing corrections.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Familywise Error Rate", + "Multiplicity", + "Multiple Testing", + "Multiple Comparisons Per Family", + "Error Rate", + "Type I Error Rate" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1016/j.metip.2024.100140", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/incorporating-ecological-momentary-asses.md b/content/curated_resources/incorporating-ecological-momentary-asses.md new file mode 100644 index 00000000000..4c50216ddda --- /dev/null +++ b/content/curated_resources/incorporating-ecological-momentary-asses.md @@ -0,0 +1,52 @@ +{ + "timestamp": "10/27/2023 13:18:49", + "title": "Incorporating ecological momentary assessment into multimethod investigations of cognitive aging: Promise and practical considerations", + "link_to_resource": "https://doi.org/10.1037/pag0000646", + "creators": [ + "Jennifer L. Crawford", + "Tammy English", + "Todd S. Braver" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Ecological momentary assessment (EMA) represents a promising approach to study cognitive aging. In contrast to laboratory-based studies, EMA involves the repeated sampling of experiences in daily life contexts, enabling investigators to gain access to dynamic processes (e.g., situational contexts, intraindividual variability) that are likely to strongly contribute to aging and age-related change across the adult life-span. As such, EMA approaches complement the prevailing research methods in the field of cognitive aging (e.g., laboratory-based paradigms, neuroimaging), while also providing the opportunity to replicate and extend findings from the laboratory in more naturalistic contexts. Following an overview of the methodological and conceptual strengths of EMA approaches in cognitive aging research, we discuss best practices for researchers interested in implementing EMA studies. A key goal is to highlight the tremendous potential for combining EMA methods with other laboratory-based approaches, in order to increase the robustness, replicability, and real-world implications of research findings in the field of cognitive aging.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "Ecological Momentary Assessment", + "Methods", + "Cognitive Aging", + "Robustness", + "Replicability", + "Replication", + "Generalizability", + "Transferability" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "10.1037/pag0000646", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/increasing-efficiency-of-preclinical-res.md b/content/curated_resources/increasing-efficiency-of-preclinical-res.md new file mode 100644 index 00000000000..3eea085157a --- /dev/null +++ b/content/curated_resources/increasing-efficiency-of-preclinical-res.md @@ -0,0 +1,56 @@ +{ + "timestamp": "01/01/2020", + "title": "Increasing efficiency of preclinical research by group sequential designs", + "link_to_resource": "https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.2001307", + "creators": [ + "Alice Schneider", + "Andre Rex", + "Bob Siegerink", + "George Karystianis", + "Ian Wellwood", + "John P. A. Ioannidis", + "Jonathan Kimmelman", + "Konrad Neumann", + "Oscar Florez-Vargas", + "Sophie K. Piper", + "Ulrich Dirnagl", + "Ulrike Grittner" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Despite the potential benefits of sequential designs, studies evaluating treatments or experimental manipulations in preclinical experimental biomedicine almost exclusively use classical block designs. Our aim with this article is to bring the existing methodology of group sequential designs to the attention of researchers in the preclinical field and to clearly illustrate its potential utility. Group sequential designs can offer higher efficiency than traditional methods and are increasingly used in clinical trials. Using simulation of data, we demonstrate that group sequential designs have the potential to improve the efficiency of experimental studies, even when sample sizes are very small, as is currently prevalent in preclinical experimental biomedicine. When simulating data with a large effect size of d = 1 and a sample size of n = 18 per group, sequential frequentist analysis consumes in the long run only around 80% of the planned number of experimental units. In larger trials (n = 36 per group), additional stopping rules for futility lead to the saving of resources of up to 30% compared to block designs. We argue that these savings should be invested to increase sample sizes and hence power, since the currently underpowered experiments in preclinical biomedicine are a major threat to the value and predictiveness in this research domain.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Bayesian Method", + "Bayesian Statistics", + "Clinical Trials", + "Experimental Design", + "Medicine and Health Sciences", + "Probability Distribution", + "Research Design", + "Research Errors" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "10.1371/journal.pbio.2001307", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/increasing-the-transparency-of-systemati.md b/content/curated_resources/increasing-the-transparency-of-systemati.md new file mode 100644 index 00000000000..528cb941923 --- /dev/null +++ b/content/curated_resources/increasing-the-transparency-of-systemati.md @@ -0,0 +1,76 @@ +{ + "timestamp": "9/25/2023 9:24:28", + "title": "Increasing the transparency of systematic reviews: Presenting a generalized registration form", + "link_to_resource": "https://doi.org/10.1186/s13643-023-02281-7", + "creators": [ + "Olmo R. van den Akker", + "Gjalt-Jorn Ygram Peters", + "Caitlin J. Bakker", + "Rickard Carlsson", + "Nicholas A. Coles", + "Katherine S. Corker", + "Gilad Feldman", + "David Moreau", + "Thomas Nordstr\u00f6m", + "Jade S. Pickering", + "Amy Riegelman", + "Marta K. Topor", + "Nieky van Veggel", + "Siu Kit Yeung", + "Mark Call", + "David T. Mellor", + "Nicole Pfeiffer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This paper presents a generalized registration form for systematic reviews that can be used when currently available forms are not adequate. The form is designed to be applicable across disciplines (i.e., psychology, economics, law, physics, or any other field) and across review types (i.e., scoping review, review of qualitative studies, meta-analysis, or any other type of review). That means that the reviewed records may include research reports as well as archive documents, case law, books, poems, etc. Items were selected and formulated to optimize broad applicability instead of specificity, forgoing some benefits afforded by a tighter focus. This PRISMA 2020 compliant form is a fallback for more specialized forms and can be used if no specialized form or registration platform is available. When accessing this form on the Open Science Framework website, users will therefore first be guided to specialized forms when they exist. In addition to this use case, the form can also serve as a starting point for creating registration forms that cater to specific fields or review types.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian", + "researcher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Registration", + "Systematic Reviews", + "Psychology", + "Economics", + "Law", + "Physics", + "Meta-Analysis" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.1186/s13643-023-02281-7", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/increasing-transparency-through-a-multiv.md b/content/curated_resources/increasing-transparency-through-a-multiv.md new file mode 100644 index 00000000000..043a56ba7c2 --- /dev/null +++ b/content/curated_resources/increasing-transparency-through-a-multiv.md @@ -0,0 +1,50 @@ +{ + "timestamp": "2020-05-27T16:10:49.878Z", + "title": "Increasing transparency through a multiverse analysis.", + "link_to_resource": "https://doi.org/10.1177/1745691616658637", + "creators": [ + "Steegen", + "S.", + "Tuerlinckx", + "F.", + "Gelman", + "A.", + "& Vanpaemel", + "W." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Empirical research inevitably includes constructing a data set by processing raw data into a form ready for statistical analysis. Data processing often involves choices among several reasonable options for excluding, transforming, and coding data. We suggest that instead of performing only one analysis, researchers could perform a multiverse analysis, which involves performing all analyses across the whole set of alternatively processed data sets corresponding to a large set of reasonable scenarios. Using an example focusing on the effect of fertility on religiosity and political attitudes, we show that analyzing a single data set can be misleading and propose a multiverse analysis as an alternative practice. A multiverse analysis offers an idea of how much the conclusions change because of arbitrary choices in data construction and gives pointers as to which choices are most consequential in the fragility of the result.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1177/1745691616658637", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/increasing-transparency-through-open-sci.md b/content/curated_resources/increasing-transparency-through-open-sci.md new file mode 100644 index 00000000000..6a79feb6f7a --- /dev/null +++ b/content/curated_resources/increasing-transparency-through-open-sci.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2/6/2025 5:59:10", + "title": "Increasing transparency through open science badges", + "link_to_resource": "https://doi.org/10.1111/cobi.13735", + "creators": [ + "Frith Jarrad", + "Ellen Main", + "Mark Burgman" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Conservation science is a multidisciplinary and collaborative discipline. This journal's policy is to encourage transparent and open practices in science, including sharing of data, code, and survey instruments. Such practices are especially important in light of emerging, broader scientific issues, such as reproducibility of research protocols and results, wasting of research outputs and resources, and questionable data and reporting practices. Conservation Biology promotes this agenda through its transparency and openness guidelines and checklist and through the publication of registered reports. Transparency and openness have the potential to improve research design and methods, provide opportunities to validate models and statistical analyses, encourage collaboration, and increase citations (Piwowar et al. 2007). Preregistration aims to reduce selective reporting and unplanned exploratory analyses that can lead to unreliable research findings.\n\n", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Open Science Badges" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1111/cobi.13735", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/increasing-value-and-reducing-waste-addr.md b/content/curated_resources/increasing-value-and-reducing-waste-addr.md new file mode 100644 index 00000000000..c1b6e484068 --- /dev/null +++ b/content/curated_resources/increasing-value-and-reducing-waste-addr.md @@ -0,0 +1,54 @@ +{ + "timestamp": "12/14/2023 13:24:28", + "title": "Increasing value and reducing waste: addressing inaccessible research", + "link_to_resource": "https://doi.org/10.1016/S0140-6736(13)62296-5", + "creators": [ + "An-Wen Chan", + "Fujian Song", + "Andrew Vickers", + "Tom Jefferson", + "Kay Dickersin", + "Peter C G\u00f8tzsche", + "Harlan M Krumholz", + "Davina Ghersi", + "H Bart van der Worp" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The methods and results of health research are documented in study protocols, full study reports (detailing all analyses), journal reports, and participant-level datasets. However, protocols, full study reports, and participant-level datasets are rarely available, and journal reports are available for only half of all studies and are plagued by selective reporting of methods and results. Furthermore, information provided in study protocols and reports varies in quality and is often incomplete. When full information about studies is inaccessible, billions of dollars in investment are wasted, bias is introduced, and research and care of patients are detrimentally affected. To help to improve this situation at a systemic level, three main actions are warranted. First, academic institutions and funders should reward investigators who fully disseminate their research protocols, reports, and participant-level datasets. Second, standards for the content of protocols and full study reports and for data sharing practices should be rigorously developed and adopted for all types of health research. Finally, journals, funders, sponsors, research ethics committees, regulators, and legislators should endorse and enforce policies supporting study registration and wide availability of journal reports, full study reports, and participant-level datasets.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Protocols", + "Preregistration", + "Open Access", + "Open Data", + "Funding" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "10.1016/S0140-6736(13)62296-5", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/infra-finder-your-hub-for-finding-infras.md b/content/curated_resources/infra-finder-your-hub-for-finding-infras.md new file mode 100644 index 00000000000..31094bb26da --- /dev/null +++ b/content/curated_resources/infra-finder-your-hub-for-finding-infras.md @@ -0,0 +1,43 @@ +{ + "timestamp": "1/13/2025 6:28:14", + "title": "Infra Finder: Your Hub for Finding Infrastructure Services Enabling Open Research and Scholarship", + "link_to_resource": "https://investinopen.org/blog/infra-finder-your-hub-for-finding-infrastructure-services-enabling-open-research-and-scholarship/", + "creators": [ + "Chrys Wu and others" + ], + "material_type": [ + "Infrastructure Resource Navigator" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Invest in Open Infrastructure (IOI) is thrilled to announce the launch of our latest resource: Infra Finder. This tool is designed to be the go-to resource for anyone navigating the complex landscape of infrastructure services and standards enabling open research and scholarship. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Applied Science", + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Research", + "Open Infrastructure", + "Infra Finder" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/innovations-in-graduate-education-progra.md b/content/curated_resources/innovations-in-graduate-education-progra.md new file mode 100644 index 00000000000..7ae37ea46de --- /dev/null +++ b/content/curated_resources/innovations-in-graduate-education-progra.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/13/2025 5:05:00", + "title": "Innovations in Graduate Education Program", + "link_to_resource": "https://www.nsf.gov/funding/opportunities/innovations-graduate-education-program", + "creators": [ + "US National Science Foundation" + ], + "material_type": [ + "Funding Opportunity" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The Innovations in Graduate Education (IGE) Program is designed to encourage development and implementation of bold, new, and potentially transformative approaches to STEM graduate education training. The program seeks proposals that a) explore ways for graduate students in STEM master\u2019s and doctoral degree programs to develop the skills, knowledge, and competencies needed to pursue a range of STEM careers, or b) support research on the graduate education system and outcomes of systemic interventions and policies.\n\nIGE projects are intended to generate the knowledge required for the customization, implementation, and broader adoption of potentially transformative approaches to graduate education. The program supports piloting, testing, and validating novel models or activities and examining systemic innovations with high potential to enrich and extend the knowledge base on effective graduate education approaches.\n\nThe program addresses both workforce development, emphasizing broad participation, and institutional capacity-building needs in graduate education. Strategic collaborations with the private sector, non-governmental organizations (NGOs), government agencies, national laboratories, field stations, teaching and learning centers, informal science organizations, and academic partners are encouraged.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Career and Technical Education", + "Education", + "Life Science", + "Math & Statistics", + "Physical Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "STEM Graduate Education", + "Educational Efficiency" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Ways of Working", + "forrt_sub_clusters": "Structures and incentives in academia, Research with students (under- and graduate), Types of academic, non-academic, & alt-academic positions", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/innovative-mentoring.md b/content/curated_resources/innovative-mentoring.md new file mode 100644 index 00000000000..1711aedcaf3 --- /dev/null +++ b/content/curated_resources/innovative-mentoring.md @@ -0,0 +1,41 @@ +{ + "timestamp": "3/13/2025 17:27:05", + "title": "Innovative Mentoring", + "link_to_resource": "https://forrt.org/educators-corner/007-easy-steps-to-elevate-your-mentoring/", + "creators": [ + "Amanda Moehring & Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Reading", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Easy steps you can take to elevate your mentoring", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Mentoring; Teaching; Supervision; Lab Management; Equity", + "Diversity", + "and Inclusion (EDI); Professional Development" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Equity, Inclusion", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/instead-of-playing-the-game-it-is-time-t.md b/content/curated_resources/instead-of-playing-the-game-it-is-time-t.md new file mode 100644 index 00000000000..519fa8f35de --- /dev/null +++ b/content/curated_resources/instead-of-playing-the-game-it-is-time-t.md @@ -0,0 +1,49 @@ +{ + "timestamp": "2020-06-08T18:04:03.232Z", + "title": "Instead of \u201cplaying the game\u201d it is time to change the rules: Registered Reports at AIMS Neuroscience and beyond. ", + "link_to_resource": "https://doi.org/10.3934/Neuroscience.2014.1.4", + "creators": [ + "Chambers", + "C. D.", + "Feredoes", + "E.", + "Muthukumaraswamy", + "S. D.", + "& Etchells", + "P." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The last ten years have witnessed increasing awareness of questionable research practices (QRPs) in the life sciences [1,2], including p-hacking [3], HARKing [4], lack of replication [5], publication bias [6], low statistical power [7] and lack of data sharing ([8]; see Figure 1). Concerns about such behaviours have been raised repeatedly for over half a century [9\u201311] but the incentive structure of academia has not changed to address them. Despite the complex motivations that drive academia, many QRPs stem from the simple fact that the incentives which offer success to individual scientists conflict with what is best for science [12]. On the one hand are a set of gold standards that centuries of the scientific method have proven to be crucial for discovery: rigour, reproducibility, and transparency. On the other hand are a set of opposing principles born out of the academic career model: the drive to produce novel and striking results, the importance of confirming prior expectations, and the need to protect research interests from competitors. Within a culture that pressures scientists to produce rather than discover, the outcome is a biased and impoverished science in which most published results are either unconfirmed genuine discoveries or unchallenged fallacies [13]. This observation implies no moral judgement of scientists, who are as much victims of this system as they are perpetrators.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "10.3934/Neuroscience.2014.1.4", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/intellectual-humility-is-central-to-scie.md b/content/curated_resources/intellectual-humility-is-central-to-scie.md new file mode 100644 index 00000000000..ed8ac54865f --- /dev/null +++ b/content/curated_resources/intellectual-humility-is-central-to-scie.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-08-06T12:27:08.954Z", + "title": "Intellectual humility is central to science", + "link_to_resource": "https://psyarxiv.com/edh2s/", + "creators": [ + "Rink Hoekstra and Simine Vazire" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Transparency is indispensable for accuracy and correction in science, and is discussed frequently in the credibility revolution. A less often mentioned aspect of credibility is the need for intellectual humility: When scientific communication is overconfident or contains too many exaggerations, the field stands to lose its credibility, even if the methods and statistics underlying the research are sound. We argue that intellectual humility is given a great deal of lip service, but is too rarely valued - we may say that we as scientists ought to be intellectually humble, but our actions as a field suggest that this is not a priority. Although we acknowledge that intellectual humility is presented as a widely accepted scientific norm, we argue that current research practice does not actually incentivize intellectual humility. A promising solution could be to use our roles as reviewers to incentivize authors putting the flaws and uncertainty in their work front and center, thus giving their critics ammunition to find their errors. We describe several ways reviewers (and authors) can contribute to increasing humility in practice, instead of passively waiting for the system to change.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/interactional-roles-and-social-actions-t.md b/content/curated_resources/interactional-roles-and-social-actions-t.md new file mode 100644 index 00000000000..9ae6a17961c --- /dev/null +++ b/content/curated_resources/interactional-roles-and-social-actions-t.md @@ -0,0 +1,46 @@ +{ + "timestamp": "7/16/2025 2:49:10", + "title": "Interactional roles and social actions to foster translation within meetings of interdisciplinary research teams", + "link_to_resource": "https://www.biorxiv.org/content/10.1101/2022.11.15.516566v3", + "creators": [ + "Marloes Bet", + "Aniek Antvelink", + "St\u00e9phanie van der Burgt", + "Saskia Peerdeman", + "Jeroen Geurts", + "Joyce Lamerichs & Linda Douw" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This project uses conversation analysis to identify key social actions that support knowledge sharing in interdisciplinary science teams. By analyzing meetings within a neuroscience collaboration, the researchers identified six interactional roles, chairlike, clarifying, skeptical, connecting, practical, and expert-like, that help integrate diverse disciplinary perspectives. Since these roles can be learned, fostering awareness and practice of them can enhance team collaboration, promote interdisciplinarity, and accelerate scientific innovation.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher / Scientist" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Big team science", + "doi": "10.1101/2022.11.15.516566v3", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/internal-conceptual-replications-do-not.md b/content/curated_resources/internal-conceptual-replications-do-not.md new file mode 100644 index 00000000000..3c1351ea4a6 --- /dev/null +++ b/content/curated_resources/internal-conceptual-replications-do-not.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-01T18:56:40.604Z", + "title": "Internal conceptual replications do not increase independent replication success", + "link_to_resource": "https://doi.org/10.3758/s13423-016-1030-9", + "creators": [ + "Richard Kunert" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Recently, many psychological effects have been surprisingly difficult to reproduce. This article asks why, and investigates whether conceptually replicating an effect in the original publication is related to the success of independent, direct replications. Two prominent accounts of low reproducibility make different predictions in this respect. One account suggests that psychological phenomena are dependent on unknown contexts that are not reproduced in independent replication attempts. By this account, internal replications indicate that a finding is more robust and, thus, that it is easier to independently replicate it. An alternative account suggests that researchers employ questionable research practices (QRPs), which increase false positive rates. By this account, the success of internal replications may just be the result of QRPs and, thus, internal replications are not predictive of independent replication success. The data of a large reproducibility project support the QRP account: replicating an effect in the original publication is not related to independent replication success. Additional analyses reveal that internally replicated and internally unreplicated effects are not very different in terms of variables associated with replication success. Moreover, social psychological effects in particular appear to lack any benefit from internal replications. Overall, these results indicate that, in this dataset at least, the influence of QRPs is at the heart of failures to replicate psychological findings, especially in social psychology. Variable, unknown contexts appear to play only a relatively minor role. I recommend practical solutions for how QRPs can be avoided.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Direct vs. conceptual replications", + "doi": "10.3758/s13423-016-1030-9", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/international-collaboration-to-help-impl.md b/content/curated_resources/international-collaboration-to-help-impl.md new file mode 100644 index 00000000000..83691f67299 --- /dev/null +++ b/content/curated_resources/international-collaboration-to-help-impl.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/13/2025 5:33:26", + "title": "International collaboration to help implement open research", + "link_to_resource": "https://www.ukrn.org/2023/02/03/unesco-collaboration-feb2023/", + "creators": [ + "UKRN" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Research is global. This was clearly recognised recently when UNESCO released its Recommendation on Open Science, including a set of core values, guiding principles and areas of action, to which all UNESCO members have committed.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "UNESCO Recommendations on Open Science", + "Open Science", + "UKRN" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/international-initiatives-to-enhance-awa.md b/content/curated_resources/international-initiatives-to-enhance-awa.md new file mode 100644 index 00000000000..16edddf65fc --- /dev/null +++ b/content/curated_resources/international-initiatives-to-enhance-awa.md @@ -0,0 +1,45 @@ +{ + "timestamp": "3/20/2025 16:06:14", + "title": "International initiatives to enhance awareness and uptake of open research in psychology: a systematic mapping review", + "link_to_resource": "https://doi.org/10.1098/rsos.241726", + "creators": [ + "Magda Skubera", + "Max Korbmacher", + "Thomas Rhys Evans", + "Flavio Azevedo", + "Charlotte R. Pennington and FORRT" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Concerns about the replicability, reproducibility and transparency of research have ushered in a set of practices and behaviours under the umbrella of \u2018open research\u2019. To this end, many new initiatives have been developed that represent procedural (i.e. behaviours and sets of commonly used practices in the research process), structural (new norms, rules, infrastructure and incentives), and community-based change (working groups, networks). The objectives of this research were to identify and outline international initiatives that enhance awareness and uptake of open research practices in the discipline of psychology. A systematic mapping review was conducted in three stages: (i) a Web search to identify open research initiatives in psychology; (ii) a literature search to identify related articles; and (iii) a hand search of grey literature. Eligible initiatives were then coded into an overarching theme of procedural, structural or community-based change. A total of 187 initiatives were identified; 30 were procedural (e.g. toolkits, resources, software), 70 structural (e.g. policies, strategies, frameworks) and 87 community-based (e.g. working groups, networks). This review highlights that open research is progressing at pace through various initiatives that share a common goal to reform research culture. We hope that this review promotes their further adoption and facilitates coordinated efforts between individuals, organizations, institutions, publishers and funders.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Research; Reproducibility; Replicability; Research Transparency; Psychology; Systematic Mapping Review; International Initiatives; Community-Based Change; Research Culture" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "10.1098/rsos.241726", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/interpreting-confidence-intervals.md b/content/curated_resources/interpreting-confidence-intervals.md new file mode 100644 index 00000000000..501f800c26e --- /dev/null +++ b/content/curated_resources/interpreting-confidence-intervals.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-08T09:33:04.497Z", + "title": "Interpreting confidence intervals", + "link_to_resource": "http://rpsychologist.com/d3/CI/", + "creators": [ + "Kristoffer Magnusson" + ], + "material_type": [ + "Interactive", + "Simulation", + "Student Guide", + "Teaching/Learning Strategy", + "R code" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A blog about the visualisation of Confidence intervals", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog", + "Interaction", + "Simulation", + "Tutorial" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/interpreting-correlations-an-interactive.md b/content/curated_resources/interpreting-correlations-an-interactive.md new file mode 100644 index 00000000000..b99f248a011 --- /dev/null +++ b/content/curated_resources/interpreting-correlations-an-interactive.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-08T09:46:20.016Z", + "title": "Interpreting Correlations: an interactive visualization", + "link_to_resource": "http://rpsychologist.com/d3/correlation/", + "creators": [ + "Kristoffer Magnusson" + ], + "material_type": [ + "Interactive", + "Reading", + "Simulation", + "Student Guide", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Correlation is one of the most widely used tools in statistics. The correlation coefficient summarizes the association between two variables. In this visualization I show a scatter plot of two variables with a given correlation. The variables are samples from the standard normal distribution, which are then transformed to have a given correlation by using Cholesky decomposition. By moving the slider you will see how the shape of the data changes as the association becomes stronger or weaker. You can also look at the Venn diagram to see the amount of shared variance between the variables. It is also possible drag the data points to see how the correlation is influenced by outliers.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog", + "Interaction", + "Simulation", + "Tutorial" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/interpreting-effect-sizes-and-confidence.md b/content/curated_resources/interpreting-effect-sizes-and-confidence.md new file mode 100644 index 00000000000..222e76a18d4 --- /dev/null +++ b/content/curated_resources/interpreting-effect-sizes-and-confidence.md @@ -0,0 +1,38 @@ +{ + "timestamp": "3/8/2025 4:44:20", + "title": "Interpreting Effect Sizes and Confidence Intervals", + "link_to_resource": "https://osf.io/8jmbu", + "creators": [ + "Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Lesson Plan" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Pre-requisites: \n- Basic research methods knowledge\n- Perhaps some basic introductory statistical knowledge\n- If running the seminar exercise (extra), basic familiarity with R\n\nLearning outcomes:\n1. Students understand that confidence intervals are an important addition to p-value research.\n2. Students understand how to meaningfully interpret confidence intervals.\n3. Students get hands-on experience with visualization.\n4. Students understand the meaning of effect size and how it is calculated. \n\nActivities: \nIntroduction to effect sizes \nVisualize effect sizes using the shiny app for cohen's d\nIntroduction to confidence intervals\nVisualize confidence intervals using the shiny app\nTutorial on how to compute Cohen\u2019s d and confidence intervals in R", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Statistics; Effect Sizes; Confidence Intervals; Data Analysis; Data Visualization; Data Interpretation." + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/interpreting-effect-sizes-toward-a-quant.md b/content/curated_resources/interpreting-effect-sizes-toward-a-quant.md new file mode 100644 index 00000000000..72c505a9a8b --- /dev/null +++ b/content/curated_resources/interpreting-effect-sizes-toward-a-quant.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-07T19:31:18.607Z", + "title": "Interpreting effect sizes: Toward a quantitative cumulative social psychology", + "link_to_resource": "https://doi.org/10.1002/ejsp.2019", + "creators": [ + "ARTHUR A. STUKAS AND GEOFF CUMMING" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Improved research practice is based on estimation of effect sizes rather than statistical significance. We discuss the challenging task of interpreting effect sizes in the research context, with particular attention to social psychological research. We emphasize the need to acknowledge the uncertainty in an effect size estimate, as signaled by the confidence interval. Interpretation must consider the independent variables, participants, measures, and other aspects of the research. Comparison with other results in the research field, and consideration of theoretical and practical implications are useful strategies. Researchers should consider the possible value of agreeing on benchmarks to help guide effect size interpretation, at least within focused research fields. More broadly, researchers should wherever possible think of experimental manipulations as well as results in quantitative terms. Doing so is fundamental for designing ingenious, informative experiments, understanding research results and their implications, developing theory, and building a quantitative cumulative social psychology", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1002/ejsp.2019", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/intro-to-calculating-confidence-interval.md b/content/curated_resources/intro-to-calculating-confidence-interval.md new file mode 100644 index 00000000000..d5eea000f36 --- /dev/null +++ b/content/curated_resources/intro-to-calculating-confidence-interval.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "Intro to Calculating Confidence Intervals", + "link_to_resource": "https://www.youtube.com/watch?v=SF6Xvdui4wU", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This video will introduce how to calculate confidence intervals around effect sizes using the MBESS package in R. All materials shown in the video, as well as content from our other videos, can be found here: https://osf.io/7gqsi/", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "Statistics" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/intro-to-r-and-rstudio-for-genomics.md b/content/curated_resources/intro-to-r-and-rstudio-for-genomics.md new file mode 100644 index 00000000000..e191bc84929 --- /dev/null +++ b/content/curated_resources/intro-to-r-and-rstudio-for-genomics.md @@ -0,0 +1,55 @@ +{ + "timestamp": "01/01/2020", + "title": "Intro to R and RStudio for Genomics", + "link_to_resource": "https://datacarpentry.org/genomics-r-intro/", + "creators": [ + "Ahmed Moustafa", + "Alexia Cardona", + "Andrea Ortiz", + "Jason Williams", + "Krzysztof Poterlowicz", + "Naupaka Zimmerman", + "Yuka Takemon" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Welcome to R! Working with a programming language (especially if it\u2019s your first time) often feels intimidating, but the rewards outweigh any frustrations. An important secret of coding is that even experienced programmers find it difficult and frustrating at times \u2013 so if even the best feel that way, why let intimidation stop you? Given time and practice* you will soon find it easier and easier to accomplish what you want. Why learn to code? Bioinformatics \u2013 like biology \u2013 is messy. Different organisms, different systems, different conditions, all behave differently. Experiments at the bench require a variety of approaches \u2013 from tested protocols to trial-and-error. Bioinformatics is also an experimental science, otherwise we could use the same software and same parameters for every genome assembly. Learning to code opens up the full possibilities of computing, especially given that most bioinformatics tools exist only at the command line. Think of it this way: if you could only do molecular biology using a kit, you could probably accomplish a fair amount. However, if you don\u2019t understand the biochemistry of the kit, how would you troubleshoot? How would you do experiments for which there are no kits? R is one of the most widely-used and powerful programming languages in bioinformatics. R especially shines where a variety of statistical tools are required (e.g. RNA-Seq, population genomics, etc.) and in the generation of publication-quality graphs and figures. Rather than get into an R vs. Python debate (both are useful), keep in mind that many of the concepts you will learn apply to Python and other programming languages. Finally, we won\u2019t lie; R is not the easiest-to-learn programming language ever created. So, don\u2019t get discouraged! The truth is that even with the modest amount of R we will cover today, you can start using some sophisticated R software packages, and have a general sense of how to interpret an R script. Get through these lessons, and you are on your way to being an accomplished R user! * We very intentionally used the word practice. One of the other \u201csecrets\u201d of programming is that you can only learn so much by reading about it. Do the exercises in class, re-do them on your own, and then work on your own problems.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Biology", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Inside Your Classroom", + "Open Scholarship Tools and Technologies", + "R", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Research software engineering", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/intro-to-the-special-issue.md b/content/curated_resources/intro-to-the-special-issue.md new file mode 100644 index 00000000000..582f4c47ab7 --- /dev/null +++ b/content/curated_resources/intro-to-the-special-issue.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-22T19:27:41.535Z", + "title": "Intro to the special issue", + "link_to_resource": "https://onlinelibrary.wiley.com/doi/pdf/10.1080/03640210802473582", + "creators": [ + "Kevin Glucka", + "Paul Bellob", + "Jerome Busemeyer" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A paper about a special issue on cognitive modelling", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Philosophy of science", + "doi": "10.1080/03640210802473582", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introducing-a-framework-for-open-and-rep.md b/content/curated_resources/introducing-a-framework-for-open-and-rep.md new file mode 100644 index 00000000000..9dd4d304b86 --- /dev/null +++ b/content/curated_resources/introducing-a-framework-for-open-and-rep.md @@ -0,0 +1,68 @@ +{ + "timestamp": "3/20/2025 16:24:13", + "title": "Introducing a Framework for Open and Reproducible Research Training (FORRT)", + "link_to_resource": "https://doi.org/10.31219/osf.io/bnh7p", + "creators": [ + "Flavio Azevedo", + "Sam Parsons", + "Leticia Micheli", + "Julia Strand", + "Eike Mark Rinke", + "Samuel Guay", + "Mahmoud Elsherif", + "Kimberly A. Quinn", + "Jordan Wagge", + "Crystal N. Steltenpohl", + "Tamara Kalandadze", + "Martin Rachev Vasilev", + "Catia Margarida Oliveira", + "Balazs Aczel", + "Jacob Francisco Miranda", + "Bradley James Baker", + "Carl Michael Galang", + "Charlotte Rebecca Pennington", + "Tamara Marques", + "Catherine Laverty", + "Meng Liu", + "Yanna Weisberg", + "Thomas Rhys Evans", + "Madeleine Pownall", + "Kait Clark", + "Nihan Albayrak-Aydemir", + "Samuel J Westwood", + "Helena Hartmann", + "and FORRT" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Dramatic changes to the transparency, rigor, reproducibility and replicability of research practices have occurred in the last decade. Despite considerable progress towards the adoption of open science practices by researchers in many disciplines, developing pedagogy to train students in open and reproducible scholarship has received much less attention. Engaging students with the multiple dimensions of open scholarship is crucial to embedding sustainable change: it enables the future generation of researchers to practice open scholarship themselves, fosters lasting engagement with research, and allows them to better understand findings in light of epistemic uncertainty. Teaching students about open scholarship also helps it become a public good, thereby reducing knowledge inequities in academia and beyond. We address the lack of an infrastructure for open scholarship education by introducing the Framework for Open and Reproducible Research Training (FORRT). FORRT is a community-driven infrastructure for educators that advances research transparency, reproducibility, rigor, and ethics through pedagogical reform. FORRT encompasses multiple initiatives and tools to provide educators with guidance and resources to easily embed open and reproducible practices into research training. In addition to fostering a wider ecosystem for resource-sharing and discussion, FORRT has developed a wide range of initiatives, including a seven-part roadmap to the open scholarship literature, a curated database of open scholarship materials and pedagogies for customizable adoption by teachers, and a self-assessment tool to help educators evaluate the integration of open scholarship tenets in their own teaching and mentoring. FORRT actively works towards principled teaching and mentoring, an underappreciated dimension of the scientific endeavour.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Scholarship; Pedagogy; Higher Education; Teaching; Mentorship; Research Training; Open Educational Resources (OER)" + ], + "forrt_clusters_new": "", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.31219/osf.io/bnh7p", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introducing-jasp.md b/content/curated_resources/introducing-jasp.md new file mode 100644 index 00000000000..2ee0e1bc742 --- /dev/null +++ b/content/curated_resources/introducing-jasp.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-10T08:49:35.811Z", + "title": "Introducing JASP", + "link_to_resource": "http://blog.efpsa.org/2015/09/01/introducing-jasp-a-free-and-intuitive-statistics-software-that-might-finally-replace-spss/", + "creators": [ + "Jonas Haslbeck" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A blog about JASP to replace SPSS", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Blog", + "Reproducibility Knowledge" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introducing-nowhere-lab.md b/content/curated_resources/introducing-nowhere-lab.md new file mode 100644 index 00000000000..4549649da82 --- /dev/null +++ b/content/curated_resources/introducing-nowhere-lab.md @@ -0,0 +1,40 @@ +{ + "timestamp": "3/13/2025 18:20:45", + "title": "Introducing Nowhere Lab", + "link_to_resource": "https://forrt.org/educators-corner/013-introducing-nowhere-lab/", + "creators": [ + "Priya Silverstein & Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Activity/Lab", + "Interactive" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Nowhere Lab ( http://nowherelab.com/) is an online community for people who would like the lab meeting experience but don\u2019t currently have one. We have members from across all populated continents and career stages: undergraduate students, master\u2019s students, Ph.D. students, postdocs, faculty members, and people working outside of academia. We hold weekly meetings and have an active Slack.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Ex-academics" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Remote Lab; Global Lab" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Ways of Working", + "forrt_sub_clusters": "Big team science, Accessibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introducing-open-science-in-teaching-hea.md b/content/curated_resources/introducing-open-science-in-teaching-hea.md new file mode 100644 index 00000000000..9a7dae2e880 --- /dev/null +++ b/content/curated_resources/introducing-open-science-in-teaching-hea.md @@ -0,0 +1,45 @@ +{ + "timestamp": "12/18/2024 5:59:50", + "title": "Introducing Open Science in Teaching Health Economic Modelling", + "link_to_resource": "https://doi.org/10.1007/s41669-023-00469-0", + "creators": [ + "Xavier G. L. V. Pouwels", + "Hendrik Koffijberg" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Open Science is gaining ground in all research fields, including health economics and outcomes research (HEOR). However, teaching Open Science is still in its infancy. This paper describes the design, implementation and evaluation of a teaching activity focusing on introducing Open Science during a Master\u2019s course during which participants have to develop a discrete event simulation. The teaching activity was organised as a series of lectures introducing different aspects of the Open Science philosophy and practices, such as good software coding practices, version control systems and reproducible research. The participants\u2019 increase in Open Science knowledge was elicited through a survey before and after the teaching innovation. After the teaching innovation, participants\u2019 knowledge of Open Science increased and they reported an improvement in Open Science-related skills, such as using a script-based statistical software, identifying and re-using open data, and collaborative script development. During the evaluation at the end of the course, the course participants mentioned that the Open Science-related content was interesting but would fit better within a course in which broader research-related content is taught. Based on this feedback, we will most likely narrow the scope of the Open-Science-related content in this course to Open Source Modelling which may better fit the scope of the course. This paper contains links to the teaching activities we developed and other resources which may be used to design teaching activities on Open Science. Herewith, we hope to inspire other teachers in including Open Science into their teaching.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Education", + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Health Economics and Outcomes Research (HEOR)", + "Teaching Activity" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate)", + "doi": "10.1007/s41669-023-00469-0", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introducing-preregistration-of-research.md b/content/curated_resources/introducing-preregistration-of-research.md new file mode 100644 index 00000000000..86382681c51 --- /dev/null +++ b/content/curated_resources/introducing-preregistration-of-research.md @@ -0,0 +1,48 @@ +{ + "timestamp": "10/27/2023 14:10:50", + "title": "Introducing Preregistration of Research Design to Archaeology", + "link_to_resource": "https://doi.org/10.31235/osf.io/sbwcq", + "creators": [ + "Shawn Ross", + "Brian Ballsun-Stanton" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Archaeology has an issue with \"just-in-time\" research, where insufficient attention is paid to articulating a research design before fieldwork begins. Data collection, management, and analysis approaches are under-planned and, often, evolve during fieldwork. While reducing the amount of preparation time for busy researchers, these tendencies reduce the reliability of research by exacerbating the effects of cognitive biases and perverse professional incentives. They cost time later through the accrual of technical debt. Worse, these practices hinder research transparency and scalability by undermining the quality, consistency, and compatibility of data. Archaeologists would benefit from embracing the \"preregistration revolution\" sweeping other disciplines. By publicly committing to research design and methodology ahead of time, researchers can produce more robust research, generate useful and reusable datasets, and reduce the time spent correcting problems with data. Preregistration can accommodate the diversity of archaeological research, including quantitative and qualitative approaches, hypothesis-testing and hypothesis-generating research paradigms, and place-specific and generalizing aims. It is appropriate regardless of the technical approach to data collection and analysis. More broadly, it encourages a more considered, thoughtful approach to research design. Preregistration templates for the social sciences can be adopted for use by archaeologists.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Arts and Humanities", + "Digital Humanities", + "History", + "Philosophy", + "Philosophy of Science", + "Archaeology", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Study Design, Preregistration", + "doi": "10.31235/osf.io/sbwcq", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introducing-the-national-open-research-t.md b/content/curated_resources/introducing-the-national-open-research-t.md new file mode 100644 index 00000000000..72e0f19eeb9 --- /dev/null +++ b/content/curated_resources/introducing-the-national-open-research-t.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/13/2025 5:47:10", + "title": "Introducing the National Open Research Training Programme", + "link_to_resource": "https://norf.ie/introducing-the-national-open-research-training-programme/", + "creators": [ + "Michelle Doran", + "Dermot Lynott" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In this blog post, Dr Dermot Lynott, Assistant Professor in Psychology at Maynooth University, and Lead Investigator on the NORF-funded National Open Research Training Programme introduces the work of the project and its overall goals for open research training in Ireland. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Research Training", + "Open Science", + "Education" + ], + "forrt_clusters_new": "FAIR data and materials, Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate), FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-materials-for-reproducible.md b/content/curated_resources/introduction-materials-for-reproducible.md new file mode 100644 index 00000000000..2aa5a64aecf --- /dev/null +++ b/content/curated_resources/introduction-materials-for-reproducible.md @@ -0,0 +1,42 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction materials for Reproducible Research Curriculum", + "link_to_resource": "https://github.com/datacarpentry/rr-intro", + "creators": [ + "Kristina Riemer", + "Mine \u00c7etinkaya-Rundel", + "Pat Schloss", + "Paul Magwene" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Workshop goals\n- Why are we teaching this\n- Why is this important\n- For future and current you\n- For research as a whole\n- Lack of reproducibility in research is a real problem\n\nMaterials and how we'll use them\n- Workshop landing page, with\n\n- links to the Materials\n- schedule\n\nStructure oriented along the Four Facets of Reproducibility:\n\n- Documentation\n- Organization\n- Automation\n- Dissemination\n\nWill be available after the Workshop\n\nHow this workshop is run\n- This is a Carpentries Workshop\n- that means friendly learning environment\n- Code of Conduct\n- active learning\n- work with the people next to you\n- ask for help", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Organizing", + "Reproducibility" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Computational reproducibility, Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-cloud-computing-for-geno.md b/content/curated_resources/introduction-to-cloud-computing-for-geno.md new file mode 100644 index 00000000000..9a65831a3fa --- /dev/null +++ b/content/curated_resources/introduction-to-cloud-computing-for-geno.md @@ -0,0 +1,78 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to Cloud Computing for Genomics", + "link_to_resource": "https://datacarpentry.org/cloud-genomics/", + "creators": [ + "Abigail Cabunoc Mayes", + "Adina Howe", + "Amanda Charbonneau", + "ammatsun", + "B\u00e9r\u00e9nice Batut", + "Bob Freeman", + "Brittany N. Lasseigne", + "PhD", + "Caryn Johansen", + "Chris Fields", + "Darya Vanichkina", + "David Mawdsley", + "Erin Becker", + "Fran\u00e7ois Michonneau", + "Greg Wilson", + "Jason Williams", + "Joseph Stachelek", + "Kari L. Jordan", + "PhD", + "Katrin Leinweber", + "Maxim Belkin", + "Michael R. Crusoe", + "Piotr Banaszkiewicz", + "Raniere Silva", + "R\u00e9mi Emonet", + "Renato Alves", + "Stephen Turner", + "Taylor Reiter", + "Thomas Morrell", + "Tracy Teal", + "vuw-ecs-kevin", + "William L. Close" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Data Carpentry lesson to learn how to work with Amazon AWS cloud computing and how to transfer data between your local computer and cloud resources. The cloud is a fancy name for the huge network of computers that host your favorite websites, stream movies, and shop online, but you can also harness all of that computing power for running analyses that would take days, weeks or even years on your local computer. In this lesson, you\u2019ll learn about renting cloud services that fit your analytic needs, and how to interact with one of those services (AWS) via the command line.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Cloud Computing", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Research software engineering", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-geospatial-concepts.md b/content/curated_resources/introduction-to-geospatial-concepts.md new file mode 100644 index 00000000000..686fd47109b --- /dev/null +++ b/content/curated_resources/introduction-to-geospatial-concepts.md @@ -0,0 +1,59 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to Geospatial Concepts", + "link_to_resource": "https://datacarpentry.org/organization-geospatial/", + "creators": [ + "Anne Fouilloux", + "Chris Prener", + "Dev Paudel", + "Ethan P White", + "Joseph Stachelek", + "Katrin Leinweber", + "Lauren O'Brien", + "Michael Koontz", + "Paul Miller", + "Tracy Teal", + "Whalen" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Data Carpentry lesson to understand data structures and common storage and transfer formats for spatial data. The goal of this lesson is to provide an introduction to core geospatial data concepts. It is intended for learners who have no prior experience working with geospatial data, and as a pre-requisite for the R for Raster and Vector Data lesson . This lesson can be taught in approximately 75 minutes and covers the following topics: Introduction to raster and vector data format and attributes Examples of data types commonly stored in raster vs vector format Introduction to categorical vs continuous raster data and multi-layer rasters Introduction to the file types and R packages used in the remainder of this workshop Introduction to coordinate reference systems and the PROJ4 format Overview of commonly used programs and applications for working with geospatial data The Introduction to R for Geospatial Data lesson provides an introduction to the R programming language while the R for Raster and Vector Data lesson provides a more in-depth introduction to visualization (focusing on geospatial data), and working with data structures unique to geospatial data. The R for Raster and Vector Data lesson assumes that learners are already familiar with both geospatial data concepts and the core concepts of the R language.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Geospatial", + "Open Scholarship Tools and Technologies", + "R", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "Spatial" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Research data management, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-geospatial-raster-and-ve.md b/content/curated_resources/introduction-to-geospatial-raster-and-ve.md new file mode 100644 index 00000000000..9b0a3911947 --- /dev/null +++ b/content/curated_resources/introduction-to-geospatial-raster-and-ve.md @@ -0,0 +1,66 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to Geospatial Raster and Vector Data with R", + "link_to_resource": "https://datacarpentry.org/r-raster-vector-geospatial/", + "creators": [ + "Ana Costa Conrado", + "Angela Li", + "Anne Fouilloux", + "Brett Lord-Castillo", + "Ethan P White", + "Joseph Stachelek", + "Juan F Fung", + "Katrin Leinweber", + "Klaus Schliep", + "Kristina Riemer", + "Lachlan Deer", + "Lauren O'Brien", + "Marchand", + "Punam Amratia", + "Sergio Marconi", + "St\u00e9phane Guillou", + "Tracy Teal", + "zenobieg" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Data Carpentry lesson to open, work with, and plot vector and raster-format spatial data in R. The episodes in this lesson cover how to open, work with, and plot vector and raster-format spatial data in R. Additional topics include working with spatial metadata (extent and coordinate reference systems), reprojecting spatial data, and working with raster time series data.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Geospatial", + "Open Scholarship Tools and Technologies", + "R", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "Spatial" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Computational reproducibility, Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-git-github.md b/content/curated_resources/introduction-to-git-github.md new file mode 100644 index 00000000000..427be78b8da --- /dev/null +++ b/content/curated_resources/introduction-to-git-github.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to Git & GitHub", + "link_to_resource": "https://nyu-dataservices.github.io/Intro-Git-GitHub/#/", + "creators": [ + "Vicky Steeves" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This workshop introduces the basic concepts of Git version control. Whether you're new to version control or just need an explanation of Git and GitHub, this two hour tutorial will help you understand the concepts of distributed version control. Get to know basic Git concepts and GitHub workflows through step-by-step lessons. We'll even rewrite a bit of history, and touch on how to undo (almost) anything with Git. This is a class for users who are comfortable with a command-line interface.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-nc", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Open Scholarship Tools and Technologies", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-jupyter-notebooks.md b/content/curated_resources/introduction-to-jupyter-notebooks.md new file mode 100644 index 00000000000..3ad56993d81 --- /dev/null +++ b/content/curated_resources/introduction-to-jupyter-notebooks.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to Jupyter Notebooks", + "link_to_resource": "https://nyu-dataservices.github.io/Intro-Jupyter-Notebooks/#/", + "creators": [ + "Nick Wolf", + "Vicky Steeves" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This class is designed for first-time and longer-term users of Jupyter Notebooks, a workspace for writing code. The class focuses on using Notebooks to facilitate sharing and publishing of script workflows. It aims to provide users with knowledge about shortcuts, plugins, and best practices for maximizing re-usability and shareability of Notebook contents.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-nc", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Open Scholarship Tools and Technologies", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-mediation-moderation-and.md b/content/curated_resources/introduction-to-mediation-moderation-and.md new file mode 100644 index 00000000000..9e6eea688a3 --- /dev/null +++ b/content/curated_resources/introduction-to-mediation-moderation-and.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-19T16:46:40.198Z", + "title": "Introduction to Mediation, Moderation, and Conditional Process Analysis, First Edition: A Regression-Based Approach (Methodology in the Social Sciences)", + "link_to_resource": "https://www.amazon.com/Introduction-Mediation-Moderation-Conditional-Analysis/dp/1609182308?ie=UTF8&psc=1&redirect=true&ref_=oh_aui_detailpage_o03_s00", + "creators": [ + "Andrew F. Hayes" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "Explaining the fundamentals of mediation and moderation analysis, this engaging book also shows how to integrate the two using an innovative strategy known as conditional process analysis. Procedures are described for testing hypotheses about the mechanisms by which causal effects operate, the conditions under which they occur, and the moderation of mechanisms. Relying on the principles of ordinary least squares regression, Andrew Hayes carefully explains the estimation and interpretation of direct and indirect effects, probing and visualization of interactions, and testing of questions about moderated mediation. Examples using data from published studies illustrate how to conduct and report the analyses described in the book. Of special value, the book introduces and documents PROCESS, a macro for SPSS and SAS that does all the computations described in the book. The companion website (www.afhayes.com) offers free downloads of PROCESS plus data files for the book's examples.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Book" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-meta-analysis.md b/content/curated_resources/introduction-to-meta-analysis.md new file mode 100644 index 00000000000..b1353f7191d --- /dev/null +++ b/content/curated_resources/introduction-to-meta-analysis.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-10T19:01:00.577Z", + "title": "Introduction to Meta-Analysis", + "link_to_resource": "https://onlinelibrary.wiley.com/doi/book/10.1002/9780470743386", + "creators": [ + "Borenstein", + "M.", + "Hedges", + "L.V.", + "Higgins", + "J. P. T.", + "& Rothstein", + "H. R. (2009)." + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A book about meta analyses", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1002/9780470743386", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-open-science-principles.md b/content/curated_resources/introduction-to-open-science-principles.md new file mode 100644 index 00000000000..18e7c23215e --- /dev/null +++ b/content/curated_resources/introduction-to-open-science-principles.md @@ -0,0 +1,43 @@ +{ + "timestamp": "9/4/2023 5:04:03", + "title": "Introduction to Open Science principles and practices (in Health Economics)", + "link_to_resource": "https://doi.org/10.5281/zenodo.8214707", + "creators": [ + "Xavier G.L.V. Pouwels" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This series of lecture slides were used during the \"Advanced Simulation for Health Economic Analysis\" course at the University of Twente, which took place in February - May 2023.\n\nThe following Open Science topics were introduced to the course participants. All these topics are included in the current lecture slides series.\n\n1. Introduction to the concept of Open Science, and its relation to Health Economics and Outcomes Research and Open Source Modelling\n2. Introduction to R and good coding practices\n3. Introduction to version control system\n4. Introduction to reproducible research and creating reproducible reports using R markdown\n5. Introduction to the FAIR principles and data management\n6. Introduction to academic publishing process and types of publications\n7. Introduction to public outreach and letting students design and plan a public outreach activity", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Health Economics", + "Open Science", + "Introduction" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training, Free and open source software", + "doi": "10.5281/zenodo.8214707", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-power-analyses-in-r.md b/content/curated_resources/introduction-to-power-analyses-in-r.md new file mode 100644 index 00000000000..8bc2bf5eb53 --- /dev/null +++ b/content/curated_resources/introduction-to-power-analyses-in-r.md @@ -0,0 +1,39 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to Power Analyses in R", + "link_to_resource": "https://www.fosteropenscience.eu/content/introduction-power-analyses-r", + "creators": [ + "Courtney Soderberg" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This video will introduce how to calculate statistical power in R using the pwr package. \n\nAll materials shown in the video, as well as content from our other videos, can be found here: https://osf.io/7gqsi/.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Reproducibility" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-power.md b/content/curated_resources/introduction-to-power.md new file mode 100644 index 00000000000..95f27bbef91 --- /dev/null +++ b/content/curated_resources/introduction-to-power.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to power", + "link_to_resource": "https://www.youtube.com/watch?v=gqtej4LiDi0", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This video is an introduction to power analyses to improve the reproducibility of your research.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "Statistics" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-preprints.md b/content/curated_resources/introduction-to-preprints.md new file mode 100644 index 00000000000..3cdb9a21a32 --- /dev/null +++ b/content/curated_resources/introduction-to-preprints.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to Preprints", + "link_to_resource": "https://www.youtube.com/watch?v=fRvxDVtmQjA", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This is a recording of a 45 minute introductory webinar on preprints. With our guest speaker Philip Cohen, we\u2019ll cover what preprints/postprints are, the benefits of preprints, and address some common concerns researcher may have. We\u2019ll show how to determine whether you can post preprints/postprints, and also demonstrate how to use OSF preprints (https://osf.io/preprints/) to share preprints. The OSF is the flagship product of the Center for Open Science, a non-profit technology start-up dedicated to improving the alignment between scientific values and scientific practices. Learn more at cos.io and osf.io, or email contact@cos.io.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Publication Sharing", + "forrt_sub_clusters": "Preprints and postprints", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-r-for-geospatial-data.md b/content/curated_resources/introduction-to-r-for-geospatial-data.md new file mode 100644 index 00000000000..05b65d70b78 --- /dev/null +++ b/content/curated_resources/introduction-to-r-for-geospatial-data.md @@ -0,0 +1,71 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to R for Geospatial Data", + "link_to_resource": "https://datacarpentry.org/r-intro-geospatial/", + "creators": [ + "Anne Fouilloux", + "butterflyskip", + "Chris Prener", + "Claudia Engel", + "David Mawdsley", + "Erin Becker", + "Fran\u00e7ois Michonneau", + "Ido Bar", + "Jeffrey Oliver", + "Juan Fung", + "Katrin Leinweber", + "Kevin Weitemier", + "Kok Ben Toh", + "Lachlan Deer", + "Marieke Frassl", + "Matt Clark", + "Miles McBain", + "Naupaka Zimmerman", + "Paula Andrea Martinez", + "Preethy Nair", + "Raniere Silva", + "Rayna Harris", + "Richard McCosh", + "Vicken Hillis" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The goal of this lesson is to provide an introduction to R for learners working with geospatial data. It is intended as a pre-requisite for the R for Raster and Vector Data lesson for learners who have no prior experience using R. This lesson can be taught in approximately 4 hours and covers the following topics: Working with R in the RStudio GUI Project management and file organization Importing data into R Introduction to R\u2019s core data types and data structures Manipulation of data frames (tabular data) in R Introduction to visualization Writing data to a file The the R for Raster and Vector Data lesson provides a more in-depth introduction to visualization (focusing on geospatial data), and working with data structures unique to geospatial data.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Geospatial", + "Open Scholarship Tools and Technologies", + "R", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Research data management, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-research-data-management.md b/content/curated_resources/introduction-to-research-data-management.md new file mode 100644 index 00000000000..98a443b3dcf --- /dev/null +++ b/content/curated_resources/introduction-to-research-data-management.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to Research Data Management", + "link_to_resource": "https://nyu-dataservices.github.io/Intro-RDM/#/", + "creators": [ + "Nick Wolf", + "Vicky Steeves" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "An introduction to the concepts and best practices of research data management.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-nc", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Open Scholarship Guidelines", + "Research Data Management", + "Researchers", + "ResearchersOpen Scholarship Guidelines" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-simulations.md b/content/curated_resources/introduction-to-simulations.md new file mode 100644 index 00000000000..2973b80547d --- /dev/null +++ b/content/curated_resources/introduction-to-simulations.md @@ -0,0 +1,40 @@ +{ + "timestamp": "6/5/2021 21:30:45", + "title": "Introduction to simulations", + "link_to_resource": "https://www.youtube.com/watch?v=LD5t57MAEB0&list=PLB_6juUbmewMfkdwM5cV_5n7Sroufo-Qb", + "creators": [ + "Professor Dorothy Bishop" + ], + "material_type": [ + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Introduction to simulation - first of a series of short lectures given at University of Oxford in February 2021. Very basic for those with little or no background, starting with simulation in Excel. In part 1, we simulate random data to show how easy it is to get a 'significant' effect if you adopt methods of p-hacking. In part 2, we simulate data with a real group difference and show how you can fail to find the effect in a sample if you have insufficient statistical power. Syllabus: https://docs.google.com/document/d/1Ho6Sm1hZVZfKzXnxMhx-AC-c_6uFQmLx/edit ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Simulation" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-the-command-line-for-eco.md b/content/curated_resources/introduction-to-the-command-line-for-eco.md new file mode 100644 index 00000000000..8eeef69b507 --- /dev/null +++ b/content/curated_resources/introduction-to-the-command-line-for-eco.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to the Command Line for Economics", + "link_to_resource": "https://datacarpentry.org/shell-economics/", + "creators": [ + "Andras Vereckei", + "Arieda Mu\u00e7o", + "Mikl\u00f3s Koren" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Command line interface (OS shell) and graphic user interface (GUI) are different ways of interacting with a computer\u2019s operating system. The shell is a program that presents a command line interface which allows you to control your computer using commands entered with a keyboard instead of controlling graphical user interfaces (GUIs) with a mouse/keyboard combination. There are quite a few reasons to start learning about the shell: The shell gives you power. The command line gives you the power to do your work more efficiently and more quickly. When you need to do things tens to hundreds of times, knowing how to use the shell is transformative. To use remote computers or cloud computing, you need to use the shell.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "Shell" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-the-command-line-for-gen.md b/content/curated_resources/introduction-to-the-command-line-for-gen.md new file mode 100644 index 00000000000..281d0a057f1 --- /dev/null +++ b/content/curated_resources/introduction-to-the-command-line-for-gen.md @@ -0,0 +1,75 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to the Command Line for Genomics", + "link_to_resource": "https://datacarpentry.org/shell-genomics/", + "creators": [ + "Amanda Charbonneau", + "Amy E. Hodge", + "Anita Sch\u00fcrch", + "Bastian Greshake Tzovaras", + "B\u00e9r\u00e9nice Batut", + "Colin Davenport", + "Diya Das", + "Erin Alison Becker", + "Fran\u00e7ois Michonneau", + "Giulio Valentino Dalla Riva", + "Jessica Elizabeth Mizzi", + "Karen Cranston", + "Kari L Jordan", + "Mattias de Hollander", + "Mike Lee", + "Niclas Jareborg", + "Omar Julio Sosa", + "Rayna Michelle Harris", + "Ross Cunning", + "Russell Neches", + "Sarah Stevens", + "Shannon EK Joslin", + "Sheldon John McKay", + "Siva Chudalayandi", + "Taylor Reiter", + "Tobi", + "Tracy Teal", + "Tristan De Buysscher" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Data Carpentry lesson to learn to navigate your file system, create, copy, move, and remove files and directories, and automate repetitive tasks using scripts and wildcards with genomics data. Command line interface (OS shell) and graphic user interface (GUI) are different ways of interacting with a computer\u2019s operating system. The shell is a program that presents a command line interface which allows you to control your computer using commands entered with a keyboard instead of controlling graphical user interfaces (GUIs) with a mouse/keyboard combination. There are quite a few reasons to start learning about the shell: For most bioinformatics tools, you have to use the shell. There is no graphical interface. If you want to work in metagenomics or genomics you\u2019re going to need to use the shell. The shell gives you power. The command line gives you the power to do your work more efficiently and more quickly. When you need to do things tens to hundreds of times, knowing how to use the shell is transformative. To use remote computers or cloud computing, you need to use the shell.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Genetics", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "Shell" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/introduction-to-web-scraping.md b/content/curated_resources/introduction-to-web-scraping.md new file mode 100644 index 00000000000..fef18de84ee --- /dev/null +++ b/content/curated_resources/introduction-to-web-scraping.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "Introduction to web scraping", + "link_to_resource": "https://github.com/carpentries-incubator/lc-webscraping/", + "creators": [ + "Belinda Weaver", + "Joshua Dull", + "Thomas Guignard" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Web scraping is the process of extracting data from websites. Some data that is available on the web is presented in a format that makes it easier to collect and use it, for example in the form of downloadable comma-separated values (CSV) datasets that can then be imported in a spreadsheet or loaded into a data analysis script. Often however, even though it is publicly available, data is not readily available for reuse. For example it can be contained in a PDF, or a table on a website, or spread across multiple web pages. There are a variety of ways to scrape a website to extract information for reuse. In its simplest form, this can be achieved by copying and pasting snippets from a web page, but this can be unpractical if there is a large amount of data to be extracted, or if it spread over a large number of pages. Instead, specialized tools and techniques can be used to automate this process, by defining what sites to visit, what information to look for, and whether data extraction should stop once the end of a page has been reached, or whether to follow hyperlinks and repeat the process recursively. Automating web scraping also allows to define whether the process should be run at regular intervals and capture changes in the data.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "Web Scraping" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/investigating-the-nature-of-open-science.md b/content/curated_resources/investigating-the-nature-of-open-science.md new file mode 100644 index 00000000000..cc1656b2f84 --- /dev/null +++ b/content/curated_resources/investigating-the-nature-of-open-science.md @@ -0,0 +1,46 @@ +{ + "timestamp": "1/13/2025 7:12:16", + "title": "Investigating the nature of open science practices across complementary, alternative, and integrative medicine journals: An audit", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0302655", + "creators": [ + "Jeremy Y. Ng", + "Brenda Lin", + "Tisha Parikh", + "Holger Cramer", + "David Moher" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Background\nOpen science practices are implemented across many scientific fields to improve transparency and reproducibility in research. Complementary, alternative, and integrative medicine (CAIM) is a growing field that may benefit from adoption of open science practices. The efficacy and safety of CAIM practices, a popular concern with the field, can be validated or refuted through transparent and reliable research. Investigating open science practices across CAIM journals by using the Transparency and Openness Promotion (TOP) guidelines can potentially promote open science practices across CAIM journals. The purpose of this study is to conduct an audit that compares and ranks open science practices adopted by CAIM journals against TOP guidelines laid out by the Center for Open Science (COS).\n\nMethods\nCAIM-specific journals with titles containing the words \u201ccomplementary\u201d, \u201calternative\u201d and/or \u201cintegrative\u201d were included in this audit. Each of the eight TOP criteria were used to extract open science practices from each of the CAIM journals. Data was summarized by the TOP guideline and ranked using the TOP Factor to identify commonalities and differences in practices across the included journals.\n\nResults\nA total of 19 CAIM journals were included in this audit. Across all journals, the mean TOP Factor was 2.95 with a median score of 2. The findings of this study reveal high variability among the open science practices required by journals in this field. Four journals (21%) had a final TOP score of 0, while the total scores of the remaining 15 (79%) ranged from 1 to 8.\n\nConclusion\nWhile several studies have audited open science practices across discipline-specific journals, none have focused on CAIM journals. The results of this study indicate that CAIM journals provide minimal guidelines to encourage or require authors to adhere to open science practices and there is an opportunity to improve the use of open science practices in the field.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Open Science Practices", + "Complementary Alternative and Integrative Medicine", + "Transparecnt and Openness Promotion" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1371/journal.pone.0302655", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/investigating-variation-in-replicability.md b/content/curated_resources/investigating-variation-in-replicability.md new file mode 100644 index 00000000000..ec09ff53368 --- /dev/null +++ b/content/curated_resources/investigating-variation-in-replicability.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-24T12:04:53.667Z", + "title": "Investigating Variation in Replicability: A \u201cMany Labs\u201d Replication Project", + "link_to_resource": "https://psycnet.apa.org/fulltext/2014-20922-002.html", + "creators": [ + "Klein et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Although replication is a central tenet of science, direct replications are rare in psychology. This research tested variation in the replicability of 13 classic and contemporary effects across 36 independent samples totaling 6,344 participants. In the aggregate, 10 effects replicated consistently. One effect \u2013 imagined contact reducing prejudice \u2013 showed weak support for replicability. And two effects \u2013 flag priming influencing conservatism and currency priming influencing system justification \u2013 did not replicate. We compared whether the conditions such as lab versus online or US versus international sample predicted effect magnitudes. By and large they did not. The results of this small sample of effects suggest that replicability is more dependent on the effect itself than on the sample and setting used to investigate the effect.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/investigation-and-its-discontents-some-c.md b/content/curated_resources/investigation-and-its-discontents-some-c.md new file mode 100644 index 00000000000..a7124b81022 --- /dev/null +++ b/content/curated_resources/investigation-and-its-discontents-some-c.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-06T19:30:50.930Z", + "title": "Investigation and its discontents: Some constraints on progress in psychological research. ", + "link_to_resource": "https://doi.org/10.1037/0003-066X.35.5.399", + "creators": [ + "Paul L. Wachtel" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Examines several prominent trends in the conduct of psychological research and considers how they may limit progress in the field. Failure to appreciate important differences in temperament among researchers, and differences in the particular talents researchers bring to their work have prevented the development in psychology of a vigorous tradition of fruitful theoretical inquiry. Misplaced emphasis on quantitative \"productivity,\" a problem for all disciplines, is shown to have particularly unfortunate results in psychology. Problems associated with the distorting effects of seeking grant support are shown to interact with the first two difficulties. Finally, the distorting effects of certain kinds of experimental studies are discussed, together with their implications for progress in this field.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1037/0003-066X.35.5.399", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ioannidis-j-p-a-2012-why-science-is-not.md b/content/curated_resources/ioannidis-j-p-a-2012-why-science-is-not.md new file mode 100644 index 00000000000..f483694fbe2 --- /dev/null +++ b/content/curated_resources/ioannidis-j-p-a-2012-why-science-is-not.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-23T02:19:21.665Z", + "title": "Ioannidis, J. P. A. (2012). Why science is not necessarily self-correcting. Perspectives on Psychological Science, 7, 645-654.", + "link_to_resource": "https://doi.org/10.1177/1745691612464056", + "creators": [ + "John Ioannidis" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The ability to self-correct is considered a hallmark of science. However, self-correction does not always happen to scientific evidence by default. The trajectory of scientific credibility can fluctuate over time, both for defined scientific fields and for science at-large. History suggests that major catastrophes in scientific credibility are unfortunately possible and the argument that \u201cit is obvious that progress is made\u201d is weak. Careful evaluation of the current status of credibility of various scientific fields is important in order to understand any credibility deficits and how one could obtain and establish more trustworthy results. Efficient and unbiased replication mechanisms are essential for maintaining high levels of scientific credibility. Depending on the types of results obtained in the discovery and replication phases, there are different paradigms of research: optimal, self-correcting, false nonreplication, and perpetuated fallacy. In the absence of replication efforts, one is left with unconfirmed (genuine) discoveries and unchallenged fallacies. In several fields of investigation, including many areas of psychological science, perpetuated and unchallenged fallacies may comprise the majority of the circulating evidence. I catalogue a number of impediments to self-correction that have been empirically studied in psychological science. Finally, I discuss some proposed solutions to promote sound replication practices enhancing the credibility of scientific results as well as some potential disadvantages of each of them. Any deviation from the principle that seeking the truth has priority over any other goals may be seriously damaging to the self-correcting functions of science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.1177/1745691612464056", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/is-preregistration-worthwhile.md b/content/curated_resources/is-preregistration-worthwhile.md new file mode 100644 index 00000000000..5fc1bafc038 --- /dev/null +++ b/content/curated_resources/is-preregistration-worthwhile.md @@ -0,0 +1,60 @@ +{ + "timestamp": "10/23/2023 12:18:05", + "title": "Is Preregistration Worthwhile?", + "link_to_resource": "https://doi.org/10.1016/j.tics.2019.11.009", + "creators": [ + "Aba Szollosi", + "David Kellen", + "Danielle J. Navarro", + "Richard Shiffrin", + "Iris van Rooij", + "Trisha Van Zandt" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Proponents of preregistration argue that, among other benefits, it improves the diagnosticity of statistical tests. In the strong version of this argument, preregistration does this by solving statistical problems, such as family-wise error rates. In the weak version, it nudges people to think more deeply about their theories, methods, and analyses. We argue against both: the diagnosticity of statistical tests depend entirely on how well statistical models map onto underlying theories, and so improving statistical techniques does little to improve theories when the mapping is weak. There is also little reason to expect that preregistration will spontaneously help researchers to develop better theories (and, hence, better methods and analyses).", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Theory Development", + "Inference" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1016/j.tics.2019.11.009", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/is-psychology-suffering-from-a-replicati.md b/content/curated_resources/is-psychology-suffering-from-a-replicati.md new file mode 100644 index 00000000000..2f2067e4b37 --- /dev/null +++ b/content/curated_resources/is-psychology-suffering-from-a-replicati.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-23T03:24:41.687Z", + "title": "Is Psychology Suffering From a Replication Crisis? What Does \u201cFailure to Replicate\u201d Really Mean?", + "link_to_resource": "https://doi.org/10.1037/a0039400", + "creators": [ + "Scott E. Maxwell", + "Michael Y. Lau and George S. Howard" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Psychology has recently been viewed as facing a replication crisis because efforts to replicate past study findings frequently do not show the same result. Often, the first study showed a statistically significant result but the replication does not. Questions then arise about whether the first study results were false positives, and whether the replication study correctly indicates that there is truly no effect after all. This article suggests these so-called failures to replicate may not be failures at all, but rather are the result of low statistical power in single replication studies, and the result of failure to appreciate the need for multiple replications in order to have enough power to identify true effects. We provide examples of these power problems and suggest some solutions using Bayesian statistics and meta-analysis. Although the need for multiple replication studies may frustrate those who would prefer quick answers to psychology\u2019s alleged crisis, the large sample sizes typically needed to provide firm evidence will almost always require concerted efforts from multiple investigators. As a result, it remains to be seen how many of the recently claimed failures to replicate will be supported or instead may turn out to be artifacts of inadequate sample sizes and single study replications.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Purposes of replication attempts - what is a \u2018failed\u2019 replication?", + "doi": "10.1037/a0039400", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/is-replication-possible-in-qualitative-r.md b/content/curated_resources/is-replication-possible-in-qualitative-r.md new file mode 100644 index 00000000000..7f4a8a22e29 --- /dev/null +++ b/content/curated_resources/is-replication-possible-in-qualitative-r.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/27/2025 3:40:46", + "title": "Is replication possible in qualitative research? A response to Makel et al. (2022)", + "link_to_resource": "https://doi.org/10.1080/13803611.2024.2314526", + "creators": [ + "Madeleine Pownall" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "There has been much debate in recent years about how open research practices, which have been promoted in efforts to improve research robustness, may (not) be appropriate for qualitative methodologies, particularly in educational research. Among these is a concern for replication efforts. Makel et al. (Citation2022) make the case that \u201creplication is relevant to qualitative research\u201d. The authors argue that concerns surrounding the transferability, intentionality, and transparency of qualitative research may be eased, or responded to, by replication studies. Here, I argue that there are three fundamental questions that need unpacking before declarative claims can be made about the relevance of replication to qualitative research. This includes critical questioning of what we mean by: replication, qualitative research, and rigour. I address each of these issues and encourage a more nuanced appraisal of how replication may, or may not, be epistemologically, ontologically, or methodologically compatible with the goals of qualitative research.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Qualitative Research", + "Replication", + "Replicability", + "Epistemology" + ], + "forrt_clusters_new": "Qualitative Research, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Replication research, Philosophy of science", + "doi": "10.1080/13803611.2024.2314526", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/is-the-call-to-abandon-p-values-the-red.md b/content/curated_resources/is-the-call-to-abandon-p-values-the-red.md new file mode 100644 index 00000000000..df54d7363bf --- /dev/null +++ b/content/curated_resources/is-the-call-to-abandon-p-values-the-red.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-05T19:34:31.478Z", + "title": "Is the call to abandon p-values the red herring of the replicability crisis? ", + "link_to_resource": "https://doi.org/10.3389/fpsyg.2015.00245", + "creators": [ + "Victoria Savalei and Elizabeth Dunn" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A paper about Is the call to abandon p-values the red herring of the replicability crisis?", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.3389/fpsyg.2015.00245", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/is-the-replicability-crisis-overblown-th.md b/content/curated_resources/is-the-replicability-crisis-overblown-th.md new file mode 100644 index 00000000000..fabcf44c5da --- /dev/null +++ b/content/curated_resources/is-the-replicability-crisis-overblown-th.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2020-05-26T14:35:55.684Z", + "title": "Is the replicability crisis overblown? Three arguments examined", + "link_to_resource": "https://doi.org/10.1177/1745691612463401", + "creators": [ + "Pashler", + "H.", + "& Harris", + "C. R." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "We discuss three arguments voiced by scientists who view the current outpouring of concern about replicability as overblown. The first idea is that the adoption of a low alpha level (e.g., 5%) puts reasonable bounds on the rate at which errors can enter the published literature, making false-positive effects rare enough to be considered a minor issue. This, we point out, rests on statistical misunderstanding: The alpha level imposes no limit on the rate at which errors may arise in the literature (Ioannidis, 2005b). Second, some argue that whereas direct replication attempts are uncommon, conceptual replication attempts are common\u2014providing an even better test of the validity of a phenomenon. We contend that performing conceptual rather than direct replication attempts interacts insidiously with publication bias, opening the door to literatures that appear to confirm the reality of phenomena that in fact do not exist. Finally, we discuss the argument that errors will eventually be pruned out of the literature if the field would just show a bit of patience. We contend that there are no plausible concrete scenarios to back up such forecasts and that what is needed is not patience, but rather systematic reforms in scientific practice.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1177/1745691612463401", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/is-there-a-credibility-crisis-in-strateg.md b/content/curated_resources/is-there-a-credibility-crisis-in-strateg.md new file mode 100644 index 00000000000..f2737989674 --- /dev/null +++ b/content/curated_resources/is-there-a-credibility-crisis-in-strateg.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-28T13:10:35.558Z", + "title": "Is there a credibility crisis in strategic management research? Evidence on the reproducibility of study findings", + "link_to_resource": "https://doi.org/10.1177/1476127017701076", + "creators": [ + "Donald D Bergh", + "Barton M Sharp", + "Herman Aguinis and Ming Li" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Recent studies report an inability to replicate previously published research, leading some to suggest that scientific knowledge is facing a credibility crisis. In this essay, we provide evidence on whether strategic management research may itself be vulnerable to these concerns. We conducted a study whereby we attempted to reproduce the empirical findings of 88 articles appearing in the Strategic Management Journal using data reported in the articles themselves. About 70% of the studies did not disclose enough data to permit independent tests of reproducibility of their findings. Of those that could be retested, almost one-third reported hypotheses as statistically significant which were no longer so and far more significant results were found to be non-significant in the reproductions than in the opposite direction. Collectively, incomplete reporting practices, disclosure errors, and possible opportunism limit the reproducibility of most studies. Until disclosure standards and requirements change to include more complete reporting and facilitate tests of reproducibility, the strategic management field appears vulnerable to a credibility crisis.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications, Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1177/1476127017701076", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/is-there-a-free-lunch-in-inference.md b/content/curated_resources/is-there-a-free-lunch-in-inference.md new file mode 100644 index 00000000000..3ee49e68bba --- /dev/null +++ b/content/curated_resources/is-there-a-free-lunch-in-inference.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2020-06-09T16:46:39.509Z", + "title": "Is There a Free Lunch in Inference?", + "link_to_resource": "https://doi.org/10.1111/tops.12214", + "creators": [ + "Jeffrey N Rouder", + "Richard D Morey", + "Josine Verhagen", + "Jordan M Province", + "Eric-Jan Wagenmakers" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The field of psychology, including cognitive science, is vexed by a crisis of confidence. Although the causes and solutions are varied, we focus here on a common logical problem in inference. The default mode of inference is significance testing, which has a free lunch property where researchers need not make detailed assumptions about the alternative to test the null hypothesis. We present the argument that there is no free lunch; that is, valid testing requires that researchers test the null against a well-specified alternative. We show how this requirement follows from the basic tenets of conventional and Bayesian probability. Moreover, we show in both the conventional and Bayesian framework that not specifying the alternative may lead to rejections of the null hypothesis with scant evidence. We review both frequentist and Bayesian approaches to specifying alternatives, and we show how such specifications improve inference. The field of cognitive science will benefit because consideration of reasonable alternatives will undoubtedly sharpen the intellectual underpinnings of research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Transparency" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1111/tops.12214", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/issues-in-the-registration-of-clinical-t.md b/content/curated_resources/issues-in-the-registration-of-clinical-t.md new file mode 100644 index 00000000000..bbd9430b910 --- /dev/null +++ b/content/curated_resources/issues-in-the-registration-of-clinical-t.md @@ -0,0 +1,42 @@ +{ + "timestamp": "12/13/2023 15:22:34", + "title": "Issues in the Registration of Clinical Trials", + "link_to_resource": "https://doi.org/10.1001/jama.297.19.2112", + "creators": [ + "Deborah A. Zarin; Nicholas C. Ide; Tony Tse; William R. Harlan; Joyce C. West; Donald A. B. Lindberg" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Public concerns about the perils associated with incomplete or delayed reporting of results from clinical trials has heightened interest in trial registries and results databases. Here we review the current status of trial registration efforts and the challenges in developing a comprehensive system of trial registration and reporting of results. ClinicalTrials.gov, the largest trial registry with 36 249 trials from approximately 140 countries, has procedures in place to help ensure that records are valid and informative. Key challenges include the need to minimize inadvertent duplicate registrations, to ensure that interventions have unambiguous names, and to have a search engine that identifies all trials that meet a user's specifications. Recent policy initiatives have called for the development of a database of trial results. Several issues confound the implementation of such a database, including the lack of an accepted format or process for providing summaries of trial results to the public and concerns about disseminating data in the absence of independent scientific review.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Clinical Trials" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1001/jama.297.19.2112", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/it-s-time-to-broaden-the-replicability-c.md b/content/curated_resources/it-s-time-to-broaden-the-replicability-c.md new file mode 100644 index 00000000000..c75bb982a64 --- /dev/null +++ b/content/curated_resources/it-s-time-to-broaden-the-replicability-c.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-04T19:03:17.742Z", + "title": "It\u2019s Time to Broaden the Replicability Conversation: Thoughts for and From Clinical Psychological Science", + "link_to_resource": "https://doi.org/10.1177/1745691617690042", + "creators": [ + "Jennifer L. Tackett et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Psychology is in the early stages of examining a crisis of replicability stemming from several high-profile failures to replicate studies in experimental psychology. This important conversation has largely been focused on social psychology, with some active participation from cognitive psychology. Nevertheless, several other major domains of psychological science\u2014including clinical science\u2014have remained insulated from this discussion. The goals of this article are to (a) examine why clinical psychology and allied fields, such as counseling and school psychology, have not been central participants in the replicability conversation; (b) review concerns and recommendations that are less (or more) applicable to or appropriate for research in clinical psychology and allied fields; and (c) generate take-home messages for scholars and consumers of the literature in clinical psychology and allied fields, as well as reviewers, editors, and colleagues from other areas of psychological science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.1177/1745691617690042", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/it-s-time-to-join-the-conversation-visio.md b/content/curated_resources/it-s-time-to-join-the-conversation-visio.md new file mode 100644 index 00000000000..bc9f42e62a7 --- /dev/null +++ b/content/curated_resources/it-s-time-to-join-the-conversation-visio.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2/27/2025 3:50:11", + "title": "It\u2019s time to join the conversation: Visions of the Future for Qualitative Transparency and Openness in Management and Organisation Studies", + "link_to_resource": "http://dx.doi.org/10.31235/osf.io/ntf73", + "creators": [ + "Annayah Prosser", + "Olivia Brown", + "Grace L. Augustine" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The social sciences continue to move towards more open and transparent research practices. However, these changes have been driven by researchers outside of management and organisational studies and are primarily designed with quantitative methods in mind. While open research is grounded in principles that are core to qualitative scholarship- such as validity, rigour transparency, and trustworthiness, many current open research practices demonstrate little sensitivity to qualitative epistemologies. In this paper, we conduct a mixed-methods survey with qualitative management and organizational researchers (n = 163) to examine their understanding of openness and transparency, alongside their hopes and fears surrounding the use of open research practices. We find that qualitative researchers are concerned with the ethical obligations to their participants and see \u2018open science\u2019 to be a positivistic opposition to their interpretivist epistemologies. However, they see some benefits for openness and transparency, especially in a potential for greater societal impact. Finally, we bring together our empirical findings on the views of this community to discuss the potential futures for open research in management, encouraging qualitative scholars to join and shape the conversation.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Qualitative Research", + "Open Data", + "Replication" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Philosophy of science", + "doi": "10.31235/osf.io/ntf73", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/joy-and-rigor-in-behavioral-science.md b/content/curated_resources/joy-and-rigor-in-behavioral-science.md new file mode 100644 index 00000000000..ce4a9dbca80 --- /dev/null +++ b/content/curated_resources/joy-and-rigor-in-behavioral-science.md @@ -0,0 +1,40 @@ +{ + "timestamp": "5/16/2021 15:21:08", + "title": "Joy and rigor in behavioral science", + "link_to_resource": "https://www.sciencedirect.com/science/article/pii/S0749597821000327", + "creators": [ + "Hanne K.Collins et al." + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In the past decade, behavioral science has seen the introduction of beneficial reforms to reduce false positive results. Serving as the motivational backdrop for the present research, we wondered whether these reforms might have unintended negative consequences for researchers\u2019 behavior and emotional experiences. In an experiment simulating the research process, Study 1 (N = 449 researchers) suggested that engaging in a pre-registration task impeded the discovery of an interesting but non-hypothesized result. Study 2 (N = 400 researchers) indicated that relative to confirmatory research, researchers found exploratory research more enjoyable, motivating, and interesting; and less anxiety-inducing, frustrating, boring, and scientific. These studies raise the possibility that emphasizing confirmation can shift researchers away from exploration, and that such a shift could degrade the subjective experience of conducting research. Study 3 (N = 314 researchers) introduced a scale to measure \u201cprediction preoccupation\u201d\u2014the feeling of heightened concern over, and fixation with, confirming predictions.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research", + "Academic Life and Culture" + ], + "tags": [ + "Kindness" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/joy-in-academia-centering-racialized-voi.md b/content/curated_resources/joy-in-academia-centering-racialized-voi.md new file mode 100644 index 00000000000..d255727b10a --- /dev/null +++ b/content/curated_resources/joy-in-academia-centering-racialized-voi.md @@ -0,0 +1,48 @@ +{ + "timestamp": "7/16/2025 2:55:53", + "title": "Joy in academia: centering racialized voices in Dutch and Belgian universities.", + "link_to_resource": "https://podcasts.apple.com/nl/podcast/joy-in-academia/id1737201288", + "creators": [ + "Zakia Essanhaji", + "Daudi van Veen", + "Zehra \u00c7olak", + "Dounia Bourabain", + "Onur \u015eahin" + ], + "material_type": [ + "Podcast episodes" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "Joy in Academia is a podcast series that highlights how racialized academics in the Netherlands and Belgium cultivate joy within academic institutions often shaped by exclusion. Through conversations across fields like law, psychology, and microbiology, guests share how mentorship, teaching, research, and community sustain them. Centered on stories of resistance, belonging, and radical imagination, the podcast reframes academic life through joy rather than struggle, offering accessible role models and new perspectives on equity, diversity, and transformation in higher education.\n", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student", + "Teacher", + "Researcher", + "DEI Practitioner" + ], + "subject_areas": [ + "Arts and Humanities", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Racism in science, Inclusion, Diversity in Academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/jpa-promotes-open-science.md b/content/curated_resources/jpa-promotes-open-science.md new file mode 100644 index 00000000000..e824c51e6ed --- /dev/null +++ b/content/curated_resources/jpa-promotes-open-science.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/6/2025 5:00:42", + "title": "JPA Promotes Open Science", + "link_to_resource": "https://doi.org/10.1080/00223891.2017.1319711", + "creators": [ + "Steven K. Huprich" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The scienti\ufb01c endeavor is one in which the capacity to replicate\ufb01ndings is a foundational tenant. It is unfortunate that therehave been a number of highly publicized cases over the pastdecade of scientists who have not practiced science with therequired levels of intellectual integrity. To help address thisproblem, the Center for Open Science (COS) was founded, \u201ctoincrease openness, integrity, and reproducibility of research\u201d(retrieved from https://cos.io/about/mission/ on March 7,2017). As part of their efforts, a series of standards were createdin 2014 under the direction and guidance of recognized disci-pline leaders, journal editors, and funding agency representa-tives. These guidelines were also incentivized, so that authors ofpeer-reviewed research could have their efforts publicly recog-nized for having complied with the newly created standards.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Open Science", + "Levels" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Scientific Misconduct: Fabrication and Falsification, History of the replication crisis & credibility revolution", + "doi": "10.1080/00223891.2017.1319711", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/jupyter-notebooks-with-r-git.md b/content/curated_resources/jupyter-notebooks-with-r-git.md new file mode 100644 index 00000000000..5f9ec175d32 --- /dev/null +++ b/content/curated_resources/jupyter-notebooks-with-r-git.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "Jupyter Notebooks with R & Git", + "link_to_resource": "https://vickysteeves.gitlab.io/jupyteR-git/", + "creators": [ + "Vicky Steeves" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Today we are going to learn the basics of literate programming using Jupyter Notebooks, a popular tool in data science, with the R kernel, so we can run R code in our notebooks. We\u2019ll then take a look at how we use Git and GitHub to keep track of all the versions of our work, collaborate with others, and be open!", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-sa", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Git", + "GitHub", + "Jupyter Notebooks", + "Open Scholarship Tools and Technologies", + "R", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/just-post-it-the-lesson-from-two-cases-o.md b/content/curated_resources/just-post-it-the-lesson-from-two-cases-o.md new file mode 100644 index 00000000000..155b6837de9 --- /dev/null +++ b/content/curated_resources/just-post-it-the-lesson-from-two-cases-o.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-28T13:42:57.798Z", + "title": "Just Post It: The Lesson From Two Cases of Fabricated Data Detected by Statistics Alone", + "link_to_resource": "https://doi.org/10.1177/0956797613480366", + "creators": [ + "Uri Simonsohn" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "I argue that requiring authors to post the raw data supporting their published results has the benefit, among many others, of making fraud much less likely to go undetected. I illustrate this point by describing two cases of suspected fraud I identified exclusively through statistical analysis of reported means and standard deviations. Analyses of the raw data behind these published results provided invaluable confirmation of the initial suspicions, ruling out benign explanations (e.g., reporting errors, unusual distributions), identifying additional signs of fabrication, and also ruling out one of the suspected fraud\u2019s explanations for his anomalous results. If journals, granting agencies, universities, or other entities overseeing research promoted or required data posting, it seems inevitable that fraud would be reduced", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Tools to check yourself and others, Reasons to share data and materials", + "doi": "10.1177/0956797613480366", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/just-prepare-putting-resident-practices.md b/content/curated_resources/just-prepare-putting-resident-practices.md new file mode 100644 index 00000000000..af81953b92a --- /dev/null +++ b/content/curated_resources/just-prepare-putting-resident-practices.md @@ -0,0 +1,43 @@ +{ + "timestamp": "7/16/2025 3:37:18", + "title": "JUST PREPARE \u2010 Putting REsident Practices And REsidential areas at the center of a JUST and effective energy transition in underprivileged neighbourhoods", + "link_to_resource": "https://www.energielabzuidoost.nl/just-prepare/", + "creators": [ + "Charissa Leiwakabessy" + ], + "material_type": [ + "Community-engaged Living Lab framework and participatory research model" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "Shaping an effective and just energy transition in underprivileged neighborhoods requires better understanding of both the diversity of household energy practices and how to meaningfully engage residents in renovation planning and implementation. This project addresses those gaps by developing methodological and practical knowledge across four municipalities. It uses that knowledge to co-create solutions in Living Labs\u2014collaborating with municipalities, housing corporations, residents, and other relevant stakeholders. These solutions are then improved iteratively and shared more broadly through a city-wide Learning Lab, engaging additional municipalities, businesses, and community actors to support equitable and inclusive energy transitions elsewhere.", + "language": [ + "Dutch" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Community practitioners", + "policymakers" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Participatory research, Community science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/justify-your-alpha.md b/content/curated_resources/justify-your-alpha.md new file mode 100644 index 00000000000..0cb046c3cc0 --- /dev/null +++ b/content/curated_resources/justify-your-alpha.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-03T19:24:46.505Z", + "title": "Justify your alpha", + "link_to_resource": "https://doi.org/10.1038/s41562-018-0311-x", + "creators": [ + "Daniel Lakens et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In response to recommendations to redefine statistical significance to P \u2264 0.005, we propose that researchers should transparently report and justify all choices they make when designing a study, including the alpha level.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1038/s41562-018-0311-x", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/key-practices-for-the-language-scientist.md b/content/curated_resources/key-practices-for-the-language-scientist.md new file mode 100644 index 00000000000..d5a8e020f6c --- /dev/null +++ b/content/curated_resources/key-practices-for-the-language-scientist.md @@ -0,0 +1,40 @@ +{ + "timestamp": "12/13/2020 10:43:39", + "title": "Key Practices for the Language Scientist", + "link_to_resource": "https://osf.io/ftxnk/", + "creators": [ + "Drs Julia Egger and Eirini Zormpa" + ], + "material_type": [ + "Module", + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Materials for the Key Practices for the Language Scientist course taught from January to March 2020 at the Max Planck Institute for Psycholinguistics in Nijmegen.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Teaching" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/kinds-of-replication.md b/content/curated_resources/kinds-of-replication.md new file mode 100644 index 00000000000..84a7d3f0ec2 --- /dev/null +++ b/content/curated_resources/kinds-of-replication.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/27/2025 5:49:40", + "title": "Kinds of replication", + "link_to_resource": "https://replicationinaction.blog/2022/03/24/kinds-of-replication/", + "creators": [ + "Maarten Derksen" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In their article \u2018Self-correction in science: The diagnostic and integrative motives for replication\u2018, David Peterson and Aaron Panofsky (2021) distinguish two kinds of replication: diagnostic and integrative replication. In this blog post we discuss how well these categories apply to the studies in our sample, and we propose to distinguish a third kind of replication study: the context-exploratory replication.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Replication", + "Replication Types", + "Context-Exploratory Replication" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Direct vs. conceptual replications, Purposes of replication attempts - what is a \u2018failed\u2019 replication?", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/knowledge-rights-21.md b/content/curated_resources/knowledge-rights-21.md new file mode 100644 index 00000000000..d21e5bbff78 --- /dev/null +++ b/content/curated_resources/knowledge-rights-21.md @@ -0,0 +1,57 @@ +{ + "timestamp": "2/20/2025 5:04:09", + "title": "Knowledge Rights 21", + "link_to_resource": "https://www.knowledgerights21.org/", + "creators": [ + "Pekka Heikkinen", + "Ignasi Labastida i Juan", + "Felix Reda", + "Ariadna", + "Benjamin White", + "Susan Reilly", + "Barbara Szczepanska", + "Barbara Stratton", + "Harald M\u00fcller" + ], + "material_type": [ + "Website", + "initiative" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Knowledge Rights 21 (KR21) is focused on bringing about changes in legislation and practice across Europe that will strengthen the right of all to knowledge. It is built on our conviction that the free and open sharing of knowledge is essential for education, innovation and cultural participation, and that everyone should have the possibility to access and use information in both analogue and digital forms. This, in turn, will help Europe deliver on its economic, social, environmental and democratic potential. In order to achieve this goal it is vitally important to enable and facilitate the work of researchers, educators and learners through legislative, regulatory and policy change. This requires the creation of an appropriate information ecology for European citizens, including modern copyright, digital platform and competition laws as well as appropriate investment in digital public research and education infrastructures.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Career and Technical Education", + "Education", + "Law", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Knowledge Rights", + "Policy Change", + "Education", + "Innovation", + "Cultural Participation" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git "a/content/curated_resources/l-autorat-et-no\303\273s-de-la-collaboration-au.md" "b/content/curated_resources/l-autorat-et-no\303\273s-de-la-collaboration-au.md" new file mode 100644 index 00000000000..7adfe4fbd5d --- /dev/null +++ "b/content/curated_resources/l-autorat-et-no\303\273s-de-la-collaboration-au.md" @@ -0,0 +1,46 @@ +{ + "timestamp": "8/8/2024 5:40:58", + "title": "L'autorat et \"No\u00fbs\" : De la collaboration au rapport de force dans la production scientifique", + "link_to_resource": "https://hdl.handle.net/2268/318512", + "creators": [ + "Dony", + "Christophe ; \nMathy", + "Adrien ; \nBardiau", + "Marjorie" + ], + "material_type": [ + "Lecture Notes", + "Communication" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "La notion d\u2019autorat est devenue incontournable dans le monde actuel de la recherche et le contexte d\u2019\u00e9valuation principalement quantitative dans laquelle elle s\u2019inscrit. Apr\u00e8s un bref expos\u00e9 des d\u00e9rives que la notion exacerb\u00e9e d\u2019autorat peut engendrer dans un contexte de course \u00e0 la publication (autorat fant\u00f4me, obsession des m\u00e9triques et ph\u00e9nom\u00e8nes de coercition de citations, achat d\u2019autorat et production \u00e0 grande \u00e9chelle d\u2019\u00e9tudes factices par le biais de paper mills, etc.), cet expos\u00e9 dressera un aper\u00e7u de certains m\u00e9canismes et positionnements collectifs qui visent \u00e0 court-circuiter la notion d\u2019autorat individuel. Une attention particuli\u00e8re sera apport\u00e9e \u00e0 la cr\u00e9ation et l\u2019\u00e9volution du personnage fictif Camille No\u00fbs, un collectif scientifique qui revendique explicitement rejeter la \u201cgestion manag\u00e9riale et bibliom\u00e9trique de la recherche\u201d. Enfin, l\u2019expos\u00e9 conclura en pr\u00e9sentant certaines d\u00e9marches et outils concrets pour pr\u00e9venir les conflits d\u2019autorat et les nombreux rapports de force dont ils peuvent faire l'objet.\n\nThe concept of authorship has become essential in the current research world and the primarily quantitative evaluation context in which it operates. After a brief discussion of the excesses that an exaggerated notion of authorship can lead to in the race for publication (ghost authorship, obsession with metrics, coercive citation practices, purchase of authorship, and large-scale production of fake studies through paper mills, etc.), this presentation will provide an overview of certain mechanisms and collective positions aimed at bypassing the notion of individual authorship. Special attention will be given to the creation and evolution of the fictional character Camille No\u00fbs, a scientific collective that explicitly claims to reject the \u201cmanagerial and bibliometric management of research.\u201d Finally, the presentation will conclude by introducing certain approaches and concrete tools to prevent authorship conflicts and the numerous power dynamics they can involve.\n", + "language": [ + "French" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "authorship; research ethics; publication ethics; research integrity" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia, Citation Politics & Practices", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/la-terminal-de-unix.md b/content/curated_resources/la-terminal-de-unix.md new file mode 100644 index 00000000000..de2bfb55244 --- /dev/null +++ b/content/curated_resources/la-terminal-de-unix.md @@ -0,0 +1,94 @@ +{ + "timestamp": "01/01/2020", + "title": "La Terminal de Unix", + "link_to_resource": "https://swcarpentry.github.io/shell-novice-es/", + "creators": [ + "Adam Huffman", + "Alejandra Gonzalez-Beltran", + "AnaBVA", + "Andrew Sanchez", + "Anja Le Blanc", + "Ashwin Srinath", + "Brian Ballsun-Stanton", + "Colin Morris", + "csqrs", + "Dani Ledezma", + "Dave Bridges", + "Erin Becker", + "Francisco Palm", + "Fran\u00e7ois Michonneau", + "Gabriel A. Devenyi", + "Gerard Capes", + "Giuseppe Profiti", + "Gordon Rhea", + "Jake Cowper Szamosi", + "Jared Flater", + "Jeff Oliver", + "Jonah Duckles", + "Juan M. Barrios", + "Katrin Leinweber", + "Kelly L. Rowland", + "Kevin Alquicira", + "Kunal Marwaha", + "LauCIFASIS", + "Marisa Lim", + "Martha Robinson", + "Matias Andina", + "Michael Zingale", + "Nicolas Barral", + "Nohemi Huanca Nunez", + "Olemis Lang", + "Otoniel Maya", + "Paula Andrea Martinez", + "Raniere Silva", + "Rayna M Harris", + "Shirley Alquicira", + "Silvana Pereyra", + "sjnair", + "St\u00e9phane Guillou", + "Steve Leak", + "Thomas Mellan", + "Veronica Jimenez-Jacinto", + "William L. Close", + "Yee Mey" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Software Carpentry lecci\u00f3n para la terminal de Unix La terminal de Unix ha existido por m\u00e1s tiempo que la mayor\u00eda de sus usuarios. Ha sobrevivido tanto tiempo porque es una herramienta poderosa que permite a las personas hacer cosas complejas con s\u00f3lo unas pocas teclas. Lo m\u00e1s importante es que ayuda a combinar programas existentes de nuevas maneras y automatizar tareas repetitivas, en vez de estar escribiendo las mismas cosas una y otra vez. El uso del terminal o shell es fundamental para usar muchas otras herramientas poderosas y recursos inform\u00e1ticos (incluidos los supercomputadores o \u201ccomputaci\u00f3n de alto rendimiento\u201d). Esta lecci\u00f3n te guiar\u00e1 en el camino hacia el uso eficaz de estos recursos.", + "language": [ + "Spanish" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "Shell" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/lab-js-online-research-made-easy.md b/content/curated_resources/lab-js-online-research-made-easy.md new file mode 100644 index 00000000000..4c4abbecfdc --- /dev/null +++ b/content/curated_resources/lab-js-online-research-made-easy.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "lab.js Online research made easy", + "link_to_resource": "https://lab.js.org/", + "creators": [ + "Felix Henninger" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "lab.js is a free, open, online study builder for the behavioral and cognitive sciences. (it works great in the lab, too)", + "language": [ + "English" + ], + "conditions_of_use": "Apache License, GNU Affero General Public License", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Educators", + "Open Source", + "Open Source Software", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Free and open source software", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/landmark-college-institute-for-research.md b/content/curated_resources/landmark-college-institute-for-research.md new file mode 100644 index 00000000000..1cba7b82300 --- /dev/null +++ b/content/curated_resources/landmark-college-institute-for-research.md @@ -0,0 +1,44 @@ +{ + "timestamp": "1/23/2021 15:13:34", + "title": "Landmark College Institute for Research & Training (LCIRT) ", + "link_to_resource": "https://www.landmark.edu/research-training", + "creators": [ + "Landmark College Institute" + ], + "material_type": [ + "Website" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Adult Education" + ], + "abstract": "LCIRT was established in 2001 to pioneer LD research, discover innovative strategies and practices, and improve teaching and learning outcomes for students with learning disabilities (like dyslexia), ADHD, and autism spectrum disorder (ASD), and educators in high school and college settings. Currently, the Institute staff shares this information with education professionals through webinars, online certificate courses, on-site and online workshops, and the signature Summer Institute for educators, among other activities. Fully integrated within the College, LCIRT is instrumental in promoting and leveraging the knowledge and expertise of Landmark College's faculty and staff. The Neurocognitive Lab, which includes vitual reality (VR) equipment, makes LCIRT a popular environment for student research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Parent" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Diversity", + "Equity", + "Inclusion", + "Neurodiversity" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Neurodiversity, Accessibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/last-contact-a-science-adventure.md b/content/curated_resources/last-contact-a-science-adventure.md new file mode 100644 index 00000000000..085ddcc0c20 --- /dev/null +++ b/content/curated_resources/last-contact-a-science-adventure.md @@ -0,0 +1,53 @@ +{ + "timestamp": "11/4/2023 7:27:37", + "title": "Last Contact: A Science Adventure", + "link_to_resource": "https://www.sherlocked.nl/last-contact", + "creators": [ + "Anita Eerland", + "Karin Fikkers", + "Francine Boon", + "Victor van Doorn" + ], + "material_type": [ + "Activity/Lab", + "Game", + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Last Contact is a game is a game that is intended to inform people about the open science movement. In the game players encounter common problems of current scientific practice in form of a parody science fiction scenario. The problems that players encounter are just some of the problems that the Open Science Movement tries to solve.\nOpen science is the movement to make scientific research (including publications, data, physical samples, and software) and its dissemination accessible to all levels of society, amateur or professional. Open science is transparent and accessible knowledge that is shared and developed through collaborative networks. It encompasses practices such as publishing open research, campaigning for open access, encouraging scientists to practice open-notebook science (such as openly sharing data and code, broader dissemination and engagement in science and generally making it easier to publish, access and communicate scientific knowledge.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Arts and Humanities", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Open Data and Materials", + "Replication Research", + "Academic Life and Culture" + ], + "tags": [ + "Puzzle", + "Escape Room" + ], + "forrt_clusters_new": "Ways of Working, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Ongoing debates (e.g., incentives for and against open science practices), Science communication and public outreach", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/last-week-tonight-with-john-oliver-scien.md b/content/curated_resources/last-week-tonight-with-john-oliver-scien.md new file mode 100644 index 00000000000..1396876dc67 --- /dev/null +++ b/content/curated_resources/last-week-tonight-with-john-oliver-scien.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-15T12:44:08.383Z", + "title": "Last Week Tonight with John Oliver: Scientific Studies (HBO)", + "link_to_resource": "https://www.youtube.com/watch?v=0Rnq1NpHdmw", + "creators": [ + "Last Week Tonight/John Oliver" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A video about scientific studies", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Video" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/latent-variable-modeling-with-r.md b/content/curated_resources/latent-variable-modeling-with-r.md new file mode 100644 index 00000000000..bd24b0db07e --- /dev/null +++ b/content/curated_resources/latent-variable-modeling-with-r.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-19T16:57:41.910Z", + "title": "Latent Variable Modeling with R", + "link_to_resource": "https://www.amazon.ca/gp/product/0415832446/ref=oh_aui_detailpage_o01_s00?ie=UTF8&psc=1", + "creators": [ + "W. Holmes Finch", + "Brian F. French" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "This book demonstrates how to conduct latent variable modeling (LVM) in R by highlighting the features of each model, their specialized uses, examples, sample code and output, and an interpretation of the results. Each chapter features a detailed example including the analysis of the data using R, the relevant theory, the assumptions underlying the model, and other statistical details to help readers better understand the models and interpret the results. Every R command necessary for conducting the analyses is described along with the resulting output which provides readers with a template to follow when they apply the methods to their own data. The basic information pertinent to each model, the newest developments in these areas, and the relevant R code to use them are reviewed. Each chapter also features an introduction, summary, and suggested readings. A glossary of the text\u2019s boldfaced key terms and key R commands serve as helpful resources. The book is accompanied by a website with exercises, an answer key, and the in-text example data sets.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Book" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Questionable measurement practices (QMPs), validity & reliability issues.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/learn-stats-with-jamovi.md b/content/curated_resources/learn-stats-with-jamovi.md new file mode 100644 index 00000000000..b93c5d7f122 --- /dev/null +++ b/content/curated_resources/learn-stats-with-jamovi.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-14T11:59:39.296Z", + "title": "Learn Stats with Jamovi", + "link_to_resource": "https://www.learnstatswithjamovi.com/", + "creators": [ + "Danielle Navarro and David R Foxcraft" + ], + "material_type": [ + "Data Set", + "Textbook", + "Tutorial" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A statistical tutorial about using Jamovi ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Statistical Book", + "Tutorial" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/learning-statistics-with-r.md b/content/curated_resources/learning-statistics-with-r.md new file mode 100644 index 00000000000..637d27d5c4c --- /dev/null +++ b/content/curated_resources/learning-statistics-with-r.md @@ -0,0 +1,39 @@ +{ + "timestamp": "01/01/2020", + "title": "Learning Statistics with R", + "link_to_resource": "https://learningstatisticswithr.com/", + "creators": [ + "Danielle Navarro" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "Community College / Lower Division", + "College / Upper Division" + ], + "abstract": "The book is associated with the lsr package on CRAN and GitHub. The package is probably okay for many introductory teaching purposes, but some care is required. The package does have some limitations (e.g., the etaSquared function does strange things for unbalanced ANOVA designs), and it has not been updated in a while.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-sa", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Statistics and Probability" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Statistics" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/leonardo-da-vinci-preregistration-and-th.md b/content/curated_resources/leonardo-da-vinci-preregistration-and-th.md new file mode 100644 index 00000000000..34a400c6e2b --- /dev/null +++ b/content/curated_resources/leonardo-da-vinci-preregistration-and-th.md @@ -0,0 +1,42 @@ +{ + "timestamp": "10/27/2023 15:54:47", + "title": "Leonardo da Vinci, preregistration and the Architecture of Science: Towards a More Open and Transparent Research Culture", + "link_to_resource": "https://doi.org/10.5334/hpb.30", + "creators": [ + "DB Connor" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "There has been much talk of psychological science undergoing a renaissance with recent years being marked by dramatic changes in research practices and to the publishing landscape. This article briefly summarises a number of the ways in which psychological science can improve its rigor, lessen use of questionable research practices and reduce publication bias. The importance of preregistration as a useful tool to increase transparency of science and improve the robustness of our evidence base, especially in COVID-19 times, is presented. Moreover, the benefits of using Registered Reports, the article format that allows peer review of research studies before the results are known, are outlined. Finally, the article argues that the scientific architecture and the academic reward structure need to change with a move towards \u201cslow science\u201d and away from the \u201cpublish or perish\u201d culture.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Health Psychology" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.5334/hpb.30", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/let-s-celebrate-earth-day-as-the-age-of.md b/content/curated_resources/let-s-celebrate-earth-day-as-the-age-of.md new file mode 100644 index 00000000000..5da39912eae --- /dev/null +++ b/content/curated_resources/let-s-celebrate-earth-day-as-the-age-of.md @@ -0,0 +1,44 @@ +{ + "timestamp": "1/13/2025 6:30:43", + "title": "Let\u2019s celebrate Earth Day as the Age of Open Science", + "link_to_resource": " https://doi.org/10.1126/sciadv.adp604", + "creators": [ + "Shahid Naeem", + "Jeremy Jackson", + "David Neelin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "As Earth Day approaches, a day dedicated to both raising environmental awareness and celebrating environmental action, it can sometimes seem that there is more to worry about than to celebrate. Environmental awareness on Earth Day often involves spreading science-based knowledge about global change, but that can be discouraging as it involves things such as mass extinction, climate change, and emerging diseases.\n\nThese and other global change factors\u2014such as invasive species, pollution, and habitat degradation\u2014collectively threaten Earth\u2019s ability to stay within the safe planetary operating space it has maintained throughout human history (1). The downside of focusing on all this is that it seems like Earth\u2019s end times are near, and this fuels environmental doomsday prophecies and environmental nihilism. Hard to celebrate environmental action if environmental awareness overwhelms us.\n\nIn the midst of all this environmental change, however, there is something to cheer: The extraordinary rise in open access, freely available science that sheds light on global environmental problems and their solutions. Ever since the emergence of open access, making science freely available has been on the rise. Today, a majority of publications (~57%) offer some level of open access (2). For environmental awareness and action, this is huge.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Earth Day", + "Open Science" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Ways of Working", + "forrt_sub_clusters": "Socially Responsible Research, Science communication and public outreach", + "doi": "10.1126/sciadv.adp604", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/let-s-publish-fewer-papers.md b/content/curated_resources/let-s-publish-fewer-papers.md new file mode 100644 index 00000000000..e3fae8daaf5 --- /dev/null +++ b/content/curated_resources/let-s-publish-fewer-papers.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-03T20:50:36.149Z", + "title": "Let's Publish Fewer Papers", + "link_to_resource": "https://doi.org/10.1080/1047840X.2012.705245", + "creators": [ + "Leif D. Nelson", + "Joseph P. Simmons & Uri Simonsohn" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A paper about publishing few papers", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.1080/1047840X.2012.705245", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/let-s-put-our-money-where-our-mouth-is-i.md b/content/curated_resources/let-s-put-our-money-where-our-mouth-is-i.md new file mode 100644 index 00000000000..86317fb4652 --- /dev/null +++ b/content/curated_resources/let-s-put-our-money-where-our-mouth-is-i.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-27T16:27:58.120Z", + "title": "Let\u2019s Put Our Money Where Our Mouth Is: If Authors Are to Change Their Ways, Reviewers (and Editors) Must Change With Them", + "link_to_resource": "https://doi.org/10.1177/1745691614528215", + "creators": [ + "Jon K. Maner" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A number of scholars recently have argued for fundamental changes in the way psychological scientists conduct and report research. The behavior of researchers is influenced partially by incentive structures built into the manuscript evaluation system, and change in researcher practices will necessitate a change in the way journal reviewers evaluate manuscripts. This article outlines specific recommendations for reviewers that are designed to facilitate open data reporting and to encourage researchers to disseminate the most generative and replicable studies. These recommendations include changing the way reviewers respond to imperfections in empirical data, focusing less on individual tests of statistical significance and more on meta-analyses, being more open to null findings and failures to replicate previous research, and attending carefully to the theoretical contribution of a manuscript in addition to its methodological rigor. The article also calls for greater training and guidance for reviewers so that they can evaluate research in a manner that encourages open reporting and ultimately strengthens our science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1177/1745691614528215", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/level-up-the-reproducibility-of-your-dat.md b/content/curated_resources/level-up-the-reproducibility-of-your-dat.md new file mode 100644 index 00000000000..60cf3e1690a --- /dev/null +++ b/content/curated_resources/level-up-the-reproducibility-of-your-dat.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Level up the reproducibility of your data and code! A 2-hour, hands-on workshop", + "link_to_resource": "https://zenodo.org/record/3633147", + "creators": [ + "April Clyburne-Sherin" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Purpose: To introduce methods and tools in organization, documentation, automation, and dissemination of research that nudge it further along the reproducibility spectrum.OutcomeParticipants feel more confident applying reproducibility methods and tools to their own research projects.ProcessParticipants practice new methods and tools with code and data during the workshop to explore what they do and how they might work in a research workflow. Participants can compare benefits of new practices and ask questions to help clarify which would provide them the most value to adopt.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Librarians", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Computational reproducibility, Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/leveraging-open-ecosystems-to-enhance-re.md b/content/curated_resources/leveraging-open-ecosystems-to-enhance-re.md new file mode 100644 index 00000000000..9061add3695 --- /dev/null +++ b/content/curated_resources/leveraging-open-ecosystems-to-enhance-re.md @@ -0,0 +1,50 @@ +{ + "timestamp": "01/01/2020", + "title": "Leveraging Open Ecosystems to Enhance Reproducible Workflows", + "link_to_resource": "https://www.youtube.com/watch?v=z9QpLYMM1aQ", + "creators": [ + "" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Open source infrastructure has paved the way for mission-aligned research stakeholders to create a united vision of interoperable tools and services that accelerate scholarly communication, fill technology gaps, converge solutions, and enable access and discoverability.\n\nHear from a panel of research groups that have taken advantage of interoperable infrastructure to leverage more robust workflows to support rigorous, reproducible research. We also discuss the steps stakeholders and institutions can take to integrate OSF\u2019s open API with existing services to establish streamlined researcher workflows. \n\nView the slides from this presentation by visiting osf.io/ux7ed.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Center for Open Science", + "Jupyter", + "Open Code", + "Open Infrastructure", + "Open Research", + "Open Science", + "Open Science Framework", + "Open Source", + "OSF", + "Osfr", + "Protocols.io", + "Research", + "Research Integration", + "Research Tools" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Free and open source software", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/library-carpentry-introduction-to-git.md b/content/curated_resources/library-carpentry-introduction-to-git.md new file mode 100644 index 00000000000..950bb8b4fbf --- /dev/null +++ b/content/curated_resources/library-carpentry-introduction-to-git.md @@ -0,0 +1,152 @@ +{ + "timestamp": "01/01/2020", + "title": "Library Carpentry: Introduction to Git", + "link_to_resource": "https://librarycarpentry.org/lc-git/", + "creators": [ + "222064h", + "abracarambar", + "ajtag", + "Alexander Gary Zimmerman", + "Alexander Mendes", + "Alex Mendes", + "Amiya Maji", + "Amy Olex", + "Andrew Lonsdale", + "Annika Rockenberger", + "Beg\u00fcm D. Top\u00e7uo\u011flu", + "Belinda Weaver", + "Benjamin Bolker", + "Bill McMillin", + "Brian Moore", + "butterflyskip", + "Casey Youngflesh", + "Christopher Erdmann", + "Christoph Junghans", + "cmjt", + "Dan Michael O. Hegg\u00f8", + "David Jennings", + "DSTraining", + "Erin Alison Becker", + "Evan Williamson", + "Garrett Bachant", + "Grant Sayer", + "hdinkel", + "Ian Lee", + "Jake Lever", + "Jamene Brooks-Kieffer", + "James Baker", + "James E McClure", + "James O'Donnell", + "James Tocknell", + "Jano\u0161 Vidali", + "Jeffrey Oliver", + "Jeremy Teitelbaum", + "Jeyashree Krishnan", + "Jo\u00e3o Rodrigues", + "Joe Atzberger", + "Jonah Duckles", + "Jonathan Cooper", + "jonestoddcm", + "Katherine Koziar", + "Katrin Leinweber", + "Kunal Marwaha", + "Kurt Glaesemann", + "Lauren Ko", + "L.C. Karssen", + "Lex Nederbragt", + "Madicken Munk", + "Maneesha Sane", + "Marie-Helene Burle", + "Mark Woodbridge", + "Martino Sorbaro", + "Matt Critchlow", + "Matteo Ceschia", + "Matthew Bourque", + "Matthew Hartley", + "Maxim Belkin", + "Megan Potterbusch", + "Michael Torpey", + "Michael Zingale", + "Mingsheng Zhang", + "Nicola Soranzo", + "Nima Hejazi", + "Nora McGregor", + "Oscar Arbel\u00e1ez", + "Peace Ossom Williamson", + "pllim", + "Raniere Silva", + "Rayna Harris", + "R\u00e9mi Emonet", + "Rene Gassmoeller", + "Richard Barnes", + "Rich McCue", + "Ruud Steltenpool", + "Ryan Wick", + "Samniqueka Halsey", + "Samuel Leli\u00e8vre", + "Sarah Stevens", + "Saskia Hiltemann", + "Schlauch", + "Tobias", + "Scott Bailey", + "Shari Laster", + "Simon Waldman", + "Stefan Siegert", + "Thea Atwood", + "Thomas Morrell", + "Tim Dennis", + "Tommy Keswick", + "Tracy Teal", + "Trevor Keller", + "TrevorLeeCline", + "Tyler Crawford Kelly", + "Tyler Reddy", + "Umihiko Hoshijima", + "Veronica Ikeshoji-Orlati", + "Wes Harrell", + "William Sacks", + "Will Usher", + "Wolmar Nyberg \u00c5kerstr\u00f6m", + "Yuri" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Library Carpentry lesson: An introduction to Git. What We Will Try to Do Begin to understand and use Git/GitHub. You will not be an expert by the end of the class. You will probably not even feel very comfortable using Git. This is okay. We want to make a start but, as with any skill, using Git takes practice. Be Excellent to Each Other If you spot someone in the class who is struggling with something and you think you know how to help, please give them a hand. Try not to do the task for them: instead explain the steps they need to take and what these steps will achieve. Be Patient With The Instructor and Yourself This is a big group, with different levels of knowledge, different computer systems. This isn\u2019t your instructor\u2019s full-time job (though if someone wants to pay them to play with computers all day they\u2019d probably accept). They will do their best to make this session useful. This is your session. If you feel we are going too fast, then please put up a pink sticky. We can decide as a group what to cover.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Git", + "Librarians", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Research software engineering", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/library-carpentry-introduction-to-workin.md b/content/curated_resources/library-carpentry-introduction-to-workin.md new file mode 100644 index 00000000000..c3db489d113 --- /dev/null +++ b/content/curated_resources/library-carpentry-introduction-to-workin.md @@ -0,0 +1,77 @@ +{ + "timestamp": "01/01/2020", + "title": "Library Carpentry: Introduction to Working with Data (Regular Expressions)", + "link_to_resource": "https://librarycarpentry.org/lc-data-intro/", + "creators": [ + "Alexander Mendes", + "Alex Volkov", + "Angus Taggart", + "Belinda Weaver", + "BertrandCaron", + "Bianca Peterson", + "Christopher Edsall", + "Christopher Erdmann", + "Chuck McAndrew", + "Dan Michael Hegg\u00f8", + "Dan Michael O. Hegg\u00f8", + "Elizabeth Lisa McAulay", + "fdsayre", + "Felix Hemme", + "Fran\u00e7ois Michonneau", + "James Baker", + "Janice Chan", + "Jeffrey Oliver", + "Jeremy Guillette", + "Jodi Schneider", + "Jonah Duckles", + "Katherine Koziar", + "Katrin Leinweber", + "Kunal Marwaha", + "lsult", + "Paul R. Pival", + "PH03N1X007", + "remerjohnson", + "Saskia Scheltjens", + "Shari Laster", + "Tim Dennis", + "yvonnemery" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This Library Carpentry lesson introduces librarians and others to working with data. This Library Carpentry lesson introduces people with library- and information-related roles to working with data using regular expressions. The lesson provides background on the regular expression language and how it can be used to match and extract text and to clean data.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Librarians", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/library-carpentry-openrefine.md b/content/curated_resources/library-carpentry-openrefine.md new file mode 100644 index 00000000000..76318b758c7 --- /dev/null +++ b/content/curated_resources/library-carpentry-openrefine.md @@ -0,0 +1,70 @@ +{ + "timestamp": "01/01/2020", + "title": "Library Carpentry: OpenRefine", + "link_to_resource": "https://librarycarpentry.org/lc-open-refine/", + "creators": [ + "Alexander Mendes", + "andreamcastillo", + "Anna Neatrour", + "Antonin Delpeuch", + "Betty Rozum", + "Christina Koch", + "Christopher Erdmann", + "Daniel Bangert", + "dnesdill", + "Elizabeth Lisa McAulay", + "Evan Williamson", + "hauschke", + "Jamene Brooks-Kieffer", + "James Baker", + "Jamie Jamison", + "Jeffrey Oliver", + "Katherine Koziar", + "mhidas", + "Naupaka Zimmerman", + "Paul R. Pival", + "R\u00e9mi Emonet", + "Tim Dennis", + "Tom Honeyman", + "Tracy Teal" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Library Carpentry lesson: an introduction to OpenRefine for Librarians This Library Carpentry lesson introduces people working in library- and information-related roles to working with data in OpenRefine. At the conclusion of the lesson you will understand what the OpenRefine software does and how to use the OpenRefine software to work with data files.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Librarians", + "OpenRefine", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/library-carpentry-sql.md b/content/curated_resources/library-carpentry-sql.md new file mode 100644 index 00000000000..d8b0421c81a --- /dev/null +++ b/content/curated_resources/library-carpentry-sql.md @@ -0,0 +1,67 @@ +{ + "timestamp": "01/01/2020", + "title": "Library Carpentry: SQL", + "link_to_resource": "https://librarycarpentry.org/lc-sql/", + "creators": [ + "222064h", + "Anna-Maria Sichani", + "Belinda Weaver", + "Christopher Erdmann", + "Dan Michael Hegg\u00f8", + "David Kane", + "Elaine Wong", + "Emanuele Lanzani", + "Fernando Rios", + "Jamene Brooks-Kieffer", + "James Baker", + "Janice Chan", + "Jeffrey Oliver", + "Katrin Leinweber", + "Kunal Marwaha", + "mdschleu", + "orobecca", + "Reid Otsuji", + "Ruud Steltenpool", + "thegsi", + "Tim Dennis" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Library Carpentry, an introduction to SQL for Librarians This Library Carpentry lesson introduces librarians to relational database management system using SQLite. At the conclusion of the lesson you will: understand what SQLite does; use SQLite to summarise and link data.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Librarians", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "SQL" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/library-carpentry-the-unix-shell.md b/content/curated_resources/library-carpentry-the-unix-shell.md new file mode 100644 index 00000000000..7b9d200ceab --- /dev/null +++ b/content/curated_resources/library-carpentry-the-unix-shell.md @@ -0,0 +1,137 @@ +{ + "timestamp": "01/01/2020", + "title": "Library Carpentry: The UNIX Shell", + "link_to_resource": "https://librarycarpentry.org/lc-shell/", + "creators": [ + "Adam Huffman", + "Alexander Konovalov", + "Alexander Morley", + "Alex Kassil", + "Alex Mendes", + "Ana Costa Conrado", + "Andrew Reid", + "Andrew T. T. McRae", + "Ariel Rokem", + "Ashwin Srinath", + "Bagus Tris Atmaja", + "Belinda Weaver", + "Benjamin Bolker", + "Benjamin Gabriel", + "BertrandCaron", + "Brian Ballsun-Stanton", + "Christopher Erdmann", + "Christopher Mentzel", + "colinmorris", + "Colin Sauze", + "csqrs", + "Dan Michael Hegg\u00f8", + "Dave Bridges", + "David McKain", + "Dmytro Lituiev", + "earkpr", + "ekaterinailin", + "Elena Denisenko", + "Eric Jankowski", + "Erin Alison Becker", + "Evan Williamson", + "Farah Shamma", + "Gabriel Devenyi", + "Gerard Capes", + "Giuseppe Profiti", + "Halle Burns", + "Hannah Burkhardt", + "hugolio", + "Ian Lessing", + "Ian van der Linde", + "Jake Cowper Szamosi", + "James Baker", + "James Guelfi", + "Jarno Rantaharju", + "Jaros\u0142aw Bryk", + "Jason Macklin", + "Jeffrey Oliver", + "jenniferleeucalgary", + "John Pellman", + "Jonah Duckles", + "Jonny Williams", + "Katrin Leinweber", + "Kevin M. Buckley", + "Kunal Marwaha", + "Laurence", + "Marc Gouw", + "Marie-Helene Burle", + "Marisa Lim", + "Martha Robinson", + "Martin Feller", + "Megan Fritz", + "Michael Lascarides", + "Michael Zingale", + "Michele Hayslett", + "Mike Henry", + "Morgan Oneka", + "Murray Hoggett", + "Nicolas Barral", + "Nicola Soranzo", + "Noah D Brenowitz", + "Owen Kaluza", + "Patrick McCann", + "Peter Hoyt", + "Rafi Ullah", + "Raniere Silva", + "R\u00e9mi Emonet", + "reshama shaikh", + "Ruud Steltenpool", + "sjnair", + "St\u00e9phane Guillou", + "Stephan Schmeing", + "Stephen Jones", + "Stephen Leak", + "Susan J Miller", + "Thomas Mellan", + "Tim Dennis", + "Tom Dowrick", + "Travis Lilleberg", + "Victor Koppejan", + "Vikram Chhatre", + "Yee Mey" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Library Carpentry lesson to learn how to use the Shell. This Library Carpentry lesson introduces librarians to the Unix Shell. At the conclusion of the lesson you will: understand the basics of the Unix shell; understand why and how to use the command line; use shell commands to work with directories and files; use shell commands to find and manipulate data.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Librarians", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Shell" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/licensing-your-research.md b/content/curated_resources/licensing-your-research.md new file mode 100644 index 00000000000..bc844df6c46 --- /dev/null +++ b/content/curated_resources/licensing-your-research.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "Licensing your research", + "link_to_resource": "https://www.youtube.com/watch?v=NC7oquMgNdM", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Join us for a 30 minute guest webinar by Brandon Butler, Director of Information Policy at the University of Virginia. This webinar will introduce questions to think about when picking a license for your research. You can signal which license you pick using the License Picker on the Open Science Framework (OSF; https://osf.io). The OSF is a free, open source web application built to help researchers manage their workflows. The OSF is part collaboration tool, part version control software, and part data archive. The OSF connects to popular tools researchers already use, like Dropbox, Box, Github, Mendeley, and now is integrated with JASP, to streamline workflows and increase efficiency.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Licensing", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Licenses and reuse", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/likelihood-of-null-effects-of-large-nhlb.md b/content/curated_resources/likelihood-of-null-effects-of-large-nhlb.md new file mode 100644 index 00000000000..02435be8abf --- /dev/null +++ b/content/curated_resources/likelihood-of-null-effects-of-large-nhlb.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-05T19:29:27.056Z", + "title": "Likelihood of Null Effects of Large NHLBI Clinical Trials Has Increased over Time", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0132382", + "creators": [ + "Kaplan RM", + "Irvin VL" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Background: We explore whether the number of null results in large National Heart Lung, and Blood Institute (NHLBI) funded trials has increased over time. Methods: We identified all large NHLBI supported RCTs between 1970 and 2012 evaluating drugs or dietary supplements for the treatment or prevention of cardiovascular disease. Trials were included if direct costs >$500,000/year, participants were adult humans, and the primary outcome was cardiovascular risk, disease or death. The 55 trials meeting these criteria were coded for whether they were published prior to or after the year 2000, whether they registered in clinicaltrials.gov prior to publication, used active or placebo comparator, and whether or not the trial had industry co-sponsorship. We tabulated whether the study reported a positive, negative, or null result on the primary outcome variable and for total mortality. Results: 17 of 30 studies (57%) published prior to 2000 showed a significant benefit of intervention on the primary outcome in comparison to only 2 among the 25 (8%) trials published after 2000 (\u03c72=12.2,df= 1, p=0.0005). There has been no change in the proportion of trials that compared treatment to placebo versus active comparator. Industry co-sponsorship was unrelated to the probability of reporting a significant benefit. Pre-registration in clinical trials.gov was strongly associated with the trend toward null findings. Conclusions: The number NHLBI trials reporting positive results declined after the year 2000. Prospective declaration of outcomes in RCTs, and the adoption of transparent reporting standards, as required by clinicaltrials.gov, may have contributed to the trend toward null findings.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Transparency" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1371/journal.pone.0132382", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/linking-to-data-effect-on-citation-rates.md b/content/curated_resources/linking-to-data-effect-on-citation-rates.md new file mode 100644 index 00000000000..f03b34c4989 --- /dev/null +++ b/content/curated_resources/linking-to-data-effect-on-citation-rates.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "Linking to Data - Effect on Citation Rates in Astronomy", + "link_to_resource": "https://arxiv.org/abs/1111.3618", + "creators": [ + "Alberto Accomazzi", + "Edwin A. Henneken" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Is there a difference in citation rates between articles that were published with links to data and articles that were not? Besides being interesting from a purely academic point of view, this question is also highly relevant for the process of furthering science. Data sharing not only helps the process of verification of claims, but also the discovery of new findings in archival data. However, linking to data still is a far cry away from being a \"practice\", especially where it comes to authors providing these links during the writing and submission process. You need to have both a willingness and a publication mechanism in order to create such a practice. Showing that articles with links to data get higher citation rates might increase the willingness of scientists to take the extra steps of linking data sources to their publications. In this presentation we will show this is indeed the case: articles with links to data result in higher citation rates than articles without such links. The ADS is funded by NASA Grant NNX09AB39G.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Physical Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Astrophysics", + "Computer Science", + "Data", + "Data Sharing", + "Digital Libraries", + "Instrumentation", + "Methods", + "Metrics" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/local-grassroots-networks-engaging-open.md b/content/curated_resources/local-grassroots-networks-engaging-open.md new file mode 100644 index 00000000000..4d48b0c5297 --- /dev/null +++ b/content/curated_resources/local-grassroots-networks-engaging-open.md @@ -0,0 +1,40 @@ +{ + "timestamp": "01/01/2020", + "title": "Local Grassroots Networks Engaging Open Science in Their Communities", + "link_to_resource": "https://www.youtube.com/watch?v=uZT8_pOSPvg", + "creators": [ + "Brian Nosek" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This recorded webinar features insights from international panelists currently nurturing culture change in research among their local communities.Representat...", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Open Science", + "Reproducibility", + "Reproducible Research", + "Research" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/logical-and-methodological-issues-affect.md b/content/curated_resources/logical-and-methodological-issues-affect.md new file mode 100644 index 00000000000..9c86e4a085d --- /dev/null +++ b/content/curated_resources/logical-and-methodological-issues-affect.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-06-08T18:07:14.930Z", + "title": "Logical and methodological issues affecting genetic studies of humans reported in top neuroscience journals. ", + "link_to_resource": "https://doi.org/10.1162/jocn_a_01192", + "creators": [ + "Grabitz", + "C.R. et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Genetics and neuroscience are two areas of science that pose particular methodological problems because they involve detecting weak signals (i.e., small effects) in noisy data. In recent years, increasing numbers of studies have attempted to bridge these disciplines by looking for genetic factors associated with individual differences in behavior, cognition, and brain structure or function. However, different methodological approaches to guarding against false positives have evolved in the two disciplines. To explore methodological issues affecting neurogenetic studies, we conducted an in-depth analysis of 30 consecutive articles in 12 top neuroscience journals that reported on genetic associations in nonclinical human samples. It was often difficult to estimate effect sizes in neuroimaging paradigms. Where effect sizes could be calculated, the studies reporting the largest effect sizes tended to have two features: (i) they had the smallest samples and were generally underpowered to detect genetic effects, and (ii) they did not fully correct for multiple comparisons. Furthermore, only a minority of studies used statistical methods for multiple comparisons that took into account correlations between phenotypes or genotypes, and only nine studies included a replication sample or explicitly set out to replicate a prior finding. Finally, presentation of methodological information was not standardized and was often distributed across Methods sections and Supplementary Material, making it challenging to assemble basic information from many studies. Space limits imposed by journals could mean that highly complex statistical methods were described in only a superficial fashion. In summary, methods that have become standard in the genetics literature\u2014stringent statistical standards, use of large samples, and replication of findings\u2014are not always adopted when behavioral, cognitive, or neuroimaging phenotypes are used, leading to an increased risk of false-positive findings. Studies need to correct not just for the number of phenotypes collected but also for the number of genotypes examined, genetic models tested, and subsamples investigated. The field would benefit from more widespread use of methods that take into account correlations between the factors corrected for, such as spectral decomposition, or permutation approaches. Replication should become standard practice; this, together with the need for larger sample sizes, will entail greater emphasis on collaboration between research groups. We conclude with some specific suggestions for standardized reporting in this area.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences., Questionable measurement practices (QMPs), validity & reliability issues.", + "doi": "10.1162/jocn_a_01192", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/longitudinal-structural-equation-modelin.md b/content/curated_resources/longitudinal-structural-equation-modelin.md new file mode 100644 index 00000000000..51befd86828 --- /dev/null +++ b/content/curated_resources/longitudinal-structural-equation-modelin.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-19T16:49:10.473Z", + "title": "Longitudinal Structural Equation Modeling (Methodology in the Social Sciences)", + "link_to_resource": "https://www.amazon.com/Longitudinal-Structural-Equation-Modeling-Methodology/dp/1462510167?ie=UTF8&psc=1&redirect=true&ref_=oh_aui_detailpage_o03_s00", + "creators": [ + "Todd D. Little" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "Featuring actual datasets as illustrative examples, this book reveals numerous ways to apply structural equation modeling (SEM) to any repeated-measures study. Initial chapters lay the groundwork for modeling a longitudinal change process, from measurement, design, and specification issues to model evaluation and interpretation. Covering both big-picture ideas and technical \"how-to-do-it\" details, the author deftly walks through when and how to use longitudinal confirmatory factor analysis, longitudinal panel models (including the multiple-group case), multilevel models, growth curve models, and complex factor models, as well as models for mediation and moderation. User-friendly features include equation boxes that clearly explain the elements in every equation, end-of-chapter glossaries, and annotated suggestions for further reading. The companion website (www.guilford.com/little-materials) provides datasets for all of the examples--which include studies of bullying, adolescent students' emotions, and healthy aging--with syntax and output from LISREL, Mplus, and R (lavaan).", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Book" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/low-research-data-availability-in-educat.md b/content/curated_resources/low-research-data-availability-in-educat.md new file mode 100644 index 00000000000..b57cadf3e23 --- /dev/null +++ b/content/curated_resources/low-research-data-availability-in-educat.md @@ -0,0 +1,49 @@ +{ + "timestamp": "10/4/2023 9:58:01", + "title": "Low Research-Data Availability in Educational-Psychology Journals: No Indication of Effective Research-Data Policies", + "link_to_resource": "https://doi.org/10.1177/25152459231156419", + "creators": [ + "Markus Huff", + "Elke C. Bongartz" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Research-data availability contributes to the transparency of the research process and the credibility of educational-psychology research and science in general. Recently, there have been many initiatives to increase the availability and quality of research data. Many research institutions have adopted research-data policies. This increased awareness might have raised the sharing of research data in empirical articles. To test this idea, we coded 1,242 publications from six educational-psychology journals and the psychological journal Cognition (as a baseline) published in 2018 and 2020. Research-data availability was low (3.85% compared with 62.74% in Cognition) but has increased from 0.32% (2018) to 7.16% (2020). However, neither the data-transparency level of the journal nor the existence of an official research-data policy on the level of the corresponding author\u2019s institution was related to research-data availability. We discuss the consequences of these findings for institutional research-data-management processes.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Educational Psychology", + "Research", + "Data Sharing", + "Data Policy", + "FAIR Data Principles", + "Data Transparency Levels", + "Open Data" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "10.1177/25152459231156419", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/making-erp-research-more-transparent-gui.md b/content/curated_resources/making-erp-research-more-transparent-gui.md new file mode 100644 index 00000000000..e3c038549e0 --- /dev/null +++ b/content/curated_resources/making-erp-research-more-transparent-gui.md @@ -0,0 +1,48 @@ +{ + "timestamp": "10/27/2023 13:52:52", + "title": "Making ERP research more transparent: Guidelines for preregistration", + "link_to_resource": "https://doi.org/10.1016/j.ijpsycho.2021.02.016", + "creators": [ + "Mariella Paul", + "Gisela H. Govaart", + "Antonio Schettino" + ], + "material_type": [ + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "A combination of confirmation bias, hindsight bias, and pressure to publish may prompt the (unconscious) exploration of various methodological options and reporting only the ones that lead to a (statistically) significant outcome. This undisclosed analytic flexibility is particularly relevant in EEG research, where a myriad of preprocessing and analysis pipelines can be used to extract information from complex multidimensional data. One solution to limit confirmation and hindsight bias by disclosing analytic choices is preregistration: researchers write a time-stamped, publicly accessible research plan with hypotheses, data collection plan, and the intended preprocessing and statistical analyses before the start of a research project. In this manuscript, we present an overview of the problems associated with undisclosed analytic flexibility, discuss why and how EEG researchers would benefit from adopting preregistration, provide guidelines and examples on how to preregister data preprocessing and analysis steps in typical ERP studies, and conclude by discussing possibilities and limitations of this open science practice.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "EEG", + "Bias", + "Analytic Flexibility", + "ERP" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.1016/j.ijpsycho.2021.02.016", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/making-lemonade-out-of-remote-teaching.md b/content/curated_resources/making-lemonade-out-of-remote-teaching.md new file mode 100644 index 00000000000..1dfe6f56c38 --- /dev/null +++ b/content/curated_resources/making-lemonade-out-of-remote-teaching.md @@ -0,0 +1,42 @@ +{ + "timestamp": "3/13/2025 13:06:49", + "title": "Making lemonade out of remote teaching", + "link_to_resource": "https://forrt.org/educators-corner/005-remote-teaching-platform/", + "creators": [ + "Leticia Micheli & Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Interactive", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "2020 was a year of big changes for the whole world. For the academic community, it was not different. The need to rapidly switch from in-person to online teaching represented a big challenge for most educators. However, with new challenges come also new and big opportunities. Assistant Professor of Economics at Stockholm University, Johannes Haushofer, saw in remote teaching the opportunity to open classes to students from low and middle-income countries.\n\nRemote Student Exchange was then created as a volunteer and non-profit initiative to match professors willing to offer spots in their classes with interested students from low and middle-income countries. To facilitate the matching process, a website was launched. It has been a great success so far. Two weeks after its launch, there were 1701 students and 88 professors registered and more than 30 courses offered in varied disciplines such as Economics, Business, Psychology, Political Science, Neuroscience, and many others. You can browse the available courses here.\n\nAt FORRT, we believe that one of the most overlooked benefits of integrating open and reproducible scholarship into higher education is that of social justice. Academia is still a place of privileges that many cannot afford. We highly commend this initiative and in the hopes of helping it grow even further, we have invited Johannes Haushoffer to explain a bit more how this idea came to be and to share his initial experiences with the community.", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Remote Learning; Online Education; Higher Education; Open Access; Global Education; Academic Opportunities" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Accessibility, Inclusion", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/making-prospective-registration-of-obser.md b/content/curated_resources/making-prospective-registration-of-obser.md new file mode 100644 index 00000000000..6f8631064ac --- /dev/null +++ b/content/curated_resources/making-prospective-registration-of-obser.md @@ -0,0 +1,50 @@ +{ + "timestamp": "2020-06-11T06:39:53.751Z", + "title": "Making Prospective Registration of Observational Research a Reality", + "link_to_resource": "https://doi.org/10.1126/scitranslmed.3007513", + "creators": [ + "Rafael Dal-R\u00e9", + "John P. Ioannidis", + "Michael B. Bracken", + "Patricia A. Buffler", + "An-Wen Chan", + "Eduardo L. Franco", + "Carlo La Vecchia", + "ElisabeteWeiderpass" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The vast majority of health-related observational studies are not prospectively registered and the advantages of registration have not been fully appreciated. Nonetheless, international standards require approval of study protocols by an independent ethics committee before the study can begin. We suggest that there is an ethical and scientific imperative to publicly preregister key information from newly approved protocols, which should be required by funders. Ultimately, more complete information may be publicly available by disclosing protocols, analysis plans, data sets, and raw data.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "10.1126/scitranslmed.3007513", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/making-qualitative-data-reusable-a-short.md b/content/curated_resources/making-qualitative-data-reusable-a-short.md new file mode 100644 index 00000000000..f6878d5c166 --- /dev/null +++ b/content/curated_resources/making-qualitative-data-reusable-a-short.md @@ -0,0 +1,50 @@ +{ + "timestamp": "8/31/2023 12:56:27", + "title": "Making Qualitative Data Reusable - A Short Guidebook For Researchers And Data Stewards Working With Qualitative Data", + "link_to_resource": "https://doi.org/10.5281/zenodo.8160880", + "creators": [ + "Verburg", + "Maaike; Braukmann", + "Ricarda; Mahabier", + "Widia" + ], + "material_type": [ + "Primary Source", + "Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This guidebook aims to give an overview of the challenges associated with making qualitative data reusable as well as providing guidance on how reusability can be improved and addressed at all stages of the research data life cycle.\n\nThe guide includes a decision tree that researchers and data stewards can use to evaluate the options for making qualitative data reusable that are most suited for their projects.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Librarian", + "Researcher" + ], + "subject_areas": [ + "Arts and Humanities", + "Education", + "English Language Arts", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Qualitative Data", + "Secondary Analysis" + ], + "forrt_clusters_new": "Qualitative Research", + "forrt_sub_clusters": "FAIR data and materials: Choosing to share data", + "doi": "10.5281/zenodo.8160880", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/making-replication-mainstream.md b/content/curated_resources/making-replication-mainstream.md new file mode 100644 index 00000000000..a8457bde07c --- /dev/null +++ b/content/curated_resources/making-replication-mainstream.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-05T19:12:53.512Z", + "title": "Making replication mainstream", + "link_to_resource": "https://doi.org/10.1017/S0140525X17001972", + "creators": [ + "Rolf A. Zwaan", + "Alexander Etz Richard E. Lucas and M. Brent Donnellan" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Many philosophers of science and methodologists have argued that the ability to repeat studies and obtain similar results is an essential component of science. A finding is elevated from single observation to scientific evidence when the procedures that were used to obtain it can be reproduced and the finding itself can be replicated. Recent replication attempts show that some high profile results \u2013 most notably in psychology, but in many other disciplines as well \u2013 cannot be replicated consistently. These replication attempts have generated a considerable amount of controversy, and the issue of whether direct replications have value has, in particular, proven to be contentious. However, much of this discussion has occurred in published commentaries and social media outlets, resulting in a fragmented discourse. To address the need for an integrative summary, we review various types of replication studies and then discuss the most commonly voiced concerns about direct replication. We provide detailed responses to these concerns and consider different statistical ways to evaluate replications. We conclude there are no theoretical or statistical obstacles to making direct replication a routine aspect of psychological science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Direct vs. conceptual replications, Purposes of replication attempts - what is a \u2018failed\u2019 replication?", + "doi": "10.1017/S0140525X17001972", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/making-research-data-publicly-accessible.md b/content/curated_resources/making-research-data-publicly-accessible.md new file mode 100644 index 00000000000..1cc338dcd39 --- /dev/null +++ b/content/curated_resources/making-research-data-publicly-accessible.md @@ -0,0 +1,56 @@ +{ + "timestamp": "12/19/2024 9:03:16", + "title": "Making Research Data Publicly Accessible: Estimates of Institutional & Researcher Expenses", + "link_to_resource": "https://doi.org/10.29242/report.radsexpense2024", + "creators": [ + "Alicia Hofelich Mohr", + "Cynthia Hudson Vitale", + "Jake Carlson", + "Jennifer Moore", + "Joel Herndon", + "Jonathan Petters", + "Lizhao Ge", + "Shawna Taylor", + "Wendy Kozlowski" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Academic institutions have made significant investments to support public access to research data requirements, yet little to no data about these services, infrastructure, and costs currently exist or are widely shared. For public access to research data to be optimized, funding agencies, institutions, and organizations must better understand the investments made by institutions and individual researchers toward meeting these requirements.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Public Access", + "Data Sharing", + "Institutional Expenses" + ], + "forrt_clusters_new": "Academic Structures and Institutions, FAIR data and materials", + "forrt_sub_clusters": "Structures and incentives in academia, Research data management", + "doi": "10.29242/report.radsexpense2024", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/making-science-public-a-review-of-journa.md b/content/curated_resources/making-science-public-a-review-of-journa.md new file mode 100644 index 00000000000..8d54ef03292 --- /dev/null +++ b/content/curated_resources/making-science-public-a-review-of-journa.md @@ -0,0 +1,62 @@ +{ + "timestamp": "11/6/2023 12:37:10", + "title": "Making science public: a review of journalists\u2019 use of Open Science research", + "link_to_resource": "https://doi.org/10.12688/f1000research.133710.1", + "creators": [ + "Alice Fleerackers", + "Natascha Chtena", + "Stephen Pinfield", + "Juan Pablo Alperin", + "Germana Barata", + "Monique Oliveira", + "Isabella Peters" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Science journalists are uniquely positioned to increase the societal impact of open science by contextualizing and communicating research findings in ways that highlight their relevance and implications for non-specialist audiences. Through engagement with and coverage of open research outputs, journalists can help align the ideals of openness, transparency, and accountability with the wider public sphere and its democratic potential. Yet, it is unclear to what degree journalists use open research outputs in their reporting, what factors motivate or constrain this use, and how the recent surge in openly available research seen during the COVID-19 pandemic has affected the relationship between open science and science journalism. This literature review thus examines journalists\u2019 use of open research outputs, specifically open access publications and preprints. We focus on literature published from 2018 onwards\u2014particularly literature relating to the COVID-19 pandemic\u2014but also include seminal articles outside the search dates. We find that, despite journalists\u2019 potential to act as critical brokers of open access knowledge, their use of open research outputs is hampered by an overreliance on traditional criteria for evaluating scientific quality; concerns about the trustworthiness of open research outputs; and challenges using and verifying the findings. We also find that, while the COVID-19 pandemic encouraged journalists to explore open research outputs such as preprints, the extent to which these explorations will become established journalistic practices remains unclear. Furthermore, we note that current research is overwhelmingly authored and focused on the Global North, and the United States specifically. Finally, given the dearth of research in this area, we conclude with recommendations for future research that attend to issues of equity and diversity, and more explicitly examine the intersections of open science and science journalism.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Journalism", + "COVID-19" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Science communication and public outreach", + "doi": "10.12688/f1000research.133710.1", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/managing-a-personal-research-archive.md b/content/curated_resources/managing-a-personal-research-archive.md new file mode 100644 index 00000000000..b3ee32f5daa --- /dev/null +++ b/content/curated_resources/managing-a-personal-research-archive.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "Managing a Personal Research Archive", + "link_to_resource": "https://nyu-dataservices.github.io/Managing-Personal-ResearchArchive/#/", + "creators": [ + "Nick Wolf", + "Vicky Steeves" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "A class on setting up and managing research materials; caring for digital files to enable collaboration, sharing, and re-use; and helpful software/digital tools for organizing personal research files.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-nc", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Materials", + "Open Scholarship Tools and Technologies", + "Research Data Management", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/managing-qualitative-social-science-data.md b/content/curated_resources/managing-qualitative-social-science-data.md new file mode 100644 index 00000000000..bdec0815644 --- /dev/null +++ b/content/curated_resources/managing-qualitative-social-science-data.md @@ -0,0 +1,40 @@ +{ + "timestamp": "10/20/2020 8:05:06", + "title": "Managing Qualitative Social Science Data", + "link_to_resource": "https://managing-qualitative-data.org/", + "creators": [ + "Anon" + ], + "material_type": [ + "Interactive", + "Lesson", + "Module" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A website with modules and lessons on qualitative research and data management", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Qualitative research" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/many-labs-3-evaluating-participant-pool.md b/content/curated_resources/many-labs-3-evaluating-participant-pool.md new file mode 100644 index 00000000000..169256a9f6f --- /dev/null +++ b/content/curated_resources/many-labs-3-evaluating-participant-pool.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-28T13:06:08.688Z", + "title": "Many Labs 3: Evaluating participant pool quality across the academic semester via replication.", + "link_to_resource": "https://doi.org/10.1016/j.jesp.2015.10.012", + "creators": [ + "Charles R. Ebersole et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The university participant pool is a key resource for behavioral research, and data quality is believed to vary over the course of the academic semester. This crowdsourced project examined time of semester variation in 10 known effects, 10 individual differences, and 3 data quality indicators over the course of the academic semester in 20 participant pools (N = 2696) and with an online sample (N = 737). Weak time of semester effects were observed on data quality indicators, participant sex, and a few individual differences-conscientiousness, mood, and stress. However, there was little evidence for time of semester qualifying experimental or correlational effects. The generality of this evidence is unknown because only a subset of the tested effects demonstrated evidence for the original result in the whole sample. Mean characteristics of pool samples change slightly during the semester, but these data suggest that those changes are mostly irrelevant for detecting effects.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications", + "doi": "10.1016/j.jesp.2015.10.012", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/mapping-open-and-internationally-relevan.md b/content/curated_resources/mapping-open-and-internationally-relevan.md new file mode 100644 index 00000000000..b3c15680ecf --- /dev/null +++ b/content/curated_resources/mapping-open-and-internationally-relevan.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2/27/2025 5:07:42", + "title": "Mapping open and internationally relevant open science capacity building and training modules to support the implementation of the UNESCO Recommendation on Open Science", + "link_to_resource": "https://www.unesco.org/sites/default/files/medias/fichiers/2022/05/Open%20Science_Capacity_Building_Preliminary_Collation.pdf", + "creators": [ + "UNESCO" + ], + "material_type": [ + "Collection of training modules" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Map of open and internationally relevant open science capacity building and training modules to support the implementation of the UNESCO Recommendation on Open Science ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education", + "Education", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "UNESCO", + "Open Science", + "Training Modules" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/mapping-the-universe-of-registered-repor.md b/content/curated_resources/mapping-the-universe-of-registered-repor.md new file mode 100644 index 00000000000..e7bbb181553 --- /dev/null +++ b/content/curated_resources/mapping-the-universe-of-registered-repor.md @@ -0,0 +1,41 @@ +{ + "timestamp": "01/01/2020", + "title": "Mapping the universe of registered reports", + "link_to_resource": "https://osf.io/preprints/metaarxiv/fzpcy/", + "creators": [ + "John P. A. Ioannidis", + "Tom E. Hardwicke" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Registered reports present a substantial departure from traditional publishing models with the goal of enhancing the transparency and credibility of the scientific literature. We map the evolving universe of registered reports to assess their growth, implementation and shortcomings at journals across scientific disciplines.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Preregistration", + "Publishing", + "Registered Reports" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/materials-for-the-webinar-helping-scienc.md b/content/curated_resources/materials-for-the-webinar-helping-scienc.md new file mode 100644 index 00000000000..135c4b5da91 --- /dev/null +++ b/content/curated_resources/materials-for-the-webinar-helping-scienc.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "Materials for the Webinar \"Helping Science Succeed: The Librarian\u2019s Role in Addressing the Reproducibility Crisis\"", + "link_to_resource": "https://osf.io/n8dv2/", + "creators": [ + "Amy Riegelman", + "Frank Sayre" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Headlines and scholarly publications portray a crisis in biomedical and health sciences. In this webinar, you will learn what the crisis is and the vital role of librarians in addressing it. You will see how you can directly and immediately support reproducible and rigorous research using your expertise and your library services. You will explore reproducibility guidelines and recommendations and develop an action plan for engaging researchers and stakeholders at your institution. #MLAReproducibilityLearning OutcomesBy the end of this webinar, participants will be able to: describe the basic history of the \u201creproducibility crisis\u201d and define reproducibility and replicability explain why librarians have a key role in addressing concerns about reproducibility, specifically in terms of the packaging of science explain 3-4 areas where librarians can immediately and directly support reproducible research through existing expertise and services start developing an action plan to engage researchers and stakeholders at their institution about how they will help address research reproducibility and rigorAudienceLibrarians who work with researchers; librarians who teach, conduct, or assist with evidence-synthesis or critical appraisal, and managers and directors who are interested in allocating resources toward supporting research rigor. No prior knowledge or skills required. Basic knowledge of scholarly research and publishing helpful.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-nc", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Librarians", + "Reproducibility" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/materials-scientist-explains-why-he-star.md b/content/curated_resources/materials-scientist-explains-why-he-star.md new file mode 100644 index 00000000000..9efa3125a8b --- /dev/null +++ b/content/curated_resources/materials-scientist-explains-why-he-star.md @@ -0,0 +1,41 @@ +{ + "timestamp": "12/12/2024 10:11:26", + "title": "Materials scientist explains why he started commenting on PubPeer", + "link_to_resource": "https://cen.acs.org/people/Materials-scientist-explains-why-he-started-commenting-PubPeer/102/web/2024/06", + "creators": [ + "Dalmeet Singh Chawla" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "n.a.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Chemistry", + "Citations" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Scientific Misconduct: Fabrication and Falsification", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/maximizing-data-transparency-with-rigor.md b/content/curated_resources/maximizing-data-transparency-with-rigor.md new file mode 100644 index 00000000000..a25035606d5 --- /dev/null +++ b/content/curated_resources/maximizing-data-transparency-with-rigor.md @@ -0,0 +1,42 @@ +{ + "timestamp": "12/18/2024 8:34:50", + "title": "Maximizing Data Transparency with Rigor Icons", + "link_to_resource": "https://www.ninds.nih.gov/current-research/trans-agency-activities/rigor-transparency/rigor-champions-and-opportunities/maximizing-data-transparency-rigor-icons", + "creators": [ + "National Institute of Neurological Disorders and Stroke" + ], + "material_type": [ + "Website" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Scientific meetings are an important venue for disseminating findings, but space and time for experimental design details is often limited. Thus, to facilitate increased transparency in scientific presentations, rigor icons can quickly and easily convey experimental design details as described in this paper.", + "language": [ + "French" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses" + ], + "tags": [ + "Data Transparency", + "Rigor Icons", + "Experimental Design Details", + "Scientific Presentations" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Tools to check yourself and others", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/maximizing-the-reproducibility-of-your-r.md b/content/curated_resources/maximizing-the-reproducibility-of-your-r.md new file mode 100644 index 00000000000..50a87af735d --- /dev/null +++ b/content/curated_resources/maximizing-the-reproducibility-of-your-r.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-10T19:23:20.801Z", + "title": "Maximizing the Reproducibility of Your Research", + "link_to_resource": "https://onlinelibrary.wiley.com/doi/abs/10.1002/9781119095910.ch1", + "creators": [ + "Open Science Collaboration" + ], + "material_type": [ + "Primary Source", + "Reading", + "Chapter" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A chapter to discuss maximising the reproducibility of research", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1002/9781119095910.ch1", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/measurement-error-and-the-replication-cr.md b/content/curated_resources/measurement-error-and-the-replication-cr.md new file mode 100644 index 00000000000..3d10dcc77a4 --- /dev/null +++ b/content/curated_resources/measurement-error-and-the-replication-cr.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-03T20:14:19.516Z", + "title": "Measurement error and the replication crisis. ", + "link_to_resource": "http://science.sciencemag.org/content/355/6325/584", + "creators": [ + "Loken", + "E.", + "& Gelman", + "A." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The assumption that measurement error always reduces effect sizes is false", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Questionable measurement practices (QMPs), validity & reliability issues.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/measurement-matters.md b/content/curated_resources/measurement-matters.md new file mode 100644 index 00000000000..680de553016 --- /dev/null +++ b/content/curated_resources/measurement-matters.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-11T11:10:12.608Z", + "title": "Measurement Matters", + "link_to_resource": "https://docs.google.com/document/d/11jyoXtO0m2lUywpC04KjLvI5QcBUY4YtwEvw6cg2cMs/edit", + "creators": [ + "Eiko Fried and Jessica Flake" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This resource list contains reading material on the topic of measurement in psychological sciences. We hope the list will be a useful tool in helping researchers to improve measurement practices, and inspire debates about measurement in psychology. We initiated the repository originally as accompanying material to our piece in the APS Observer entitled \u201cMeasurement Matters\u201d. We consider it to be a preliminary, active, living document, and plan to update it regularly. We also want to acknowledge that the list is the outcome of many different sources, such as the SIPS pre-conference at SPSP 2018. If you have other papers you would like to see included here, please let us know (eikofried@gmail.com & kayflake@gmail.com).\nThis is not a complete overview of all relevant papers on measurement in psychology, but a selection of useful papers. We don\u2019t agree with all positions put forward, but believe the papers and books provide a healthy balance of viewpoints. We intend this list as a resource for researchers at all levels of measurement expertise, and marked a few papers with * that we consider to be exceptionally suitable introductory papers for beginners. You can find the list on the Open Science Framework at https://osf.io/zrkd4. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Researcher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Collection", + "Reproducibility Knowledge" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Questionable measurement practices (QMPs), validity & reliability issues.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/measuring-the-prevalence-of-questionable.md b/content/curated_resources/measuring-the-prevalence-of-questionable.md new file mode 100644 index 00000000000..81ebdb481fa --- /dev/null +++ b/content/curated_resources/measuring-the-prevalence-of-questionable.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-22T19:13:41.207Z", + "title": "Measuring the Prevalence of Questionable Research Practices With Incentives for Truth Telling", + "link_to_resource": "https://doi.org/10.1177/0956797611430953", + "creators": [ + "Leslie K. John", + "George Loewenstein", + "Drazen Prelec" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Cases of clear scientific misconduct have received significant media attention recently, but less flagrantly questionable research practices may be more prevalent and, ultimately, more damaging to the academic enterprise. Using an anonymous elicitation format supplemented by incentives for honest reporting, we surveyed over 2,000 psychologists about their involvement in questionable research practices. The impact of truth-telling incentives on self-admissions of questionable research practices was positive, and this impact was greater for practices that respondents judged to be less defensible. Combining three different estimation methods, we found that the percentage of respondents who have engaged in questionable practices was surprisingly high. This finding suggests that some questionable practices may constitute the prevailing research norm.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution, Research Integrity", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Questionable Research Practices and Responsible Research Practices", + "doi": "10.1177/0956797611430953", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/medical-product-industry-ties-to-patient.md b/content/curated_resources/medical-product-industry-ties-to-patient.md new file mode 100644 index 00000000000..f4778e9f49f --- /dev/null +++ b/content/curated_resources/medical-product-industry-ties-to-patient.md @@ -0,0 +1,50 @@ +{ + "timestamp": "8/28/2023 9:48:01", + "title": "Medical Product Industry Ties to Patient Advocacy Organizations\u2019 Executive Leadership", + "link_to_resource": "https://doi.org/10.1001/jamainternmed.2023.2842", + "creators": [ + "Shamik Bhat", + "Joseph S. Ross", + "Reshma Ramachandran" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Patient advocacy organizations (PAOs) advance patient interests through promotion of disease awareness, engagement with policymakers, and partnership with medical product manufacturers in research and development.1 However, there are concerns that, in addition to industry financial support\u2014which nearly half of PAOs accept2\u2014having individuals formerly or currently based in industry serve on PAOs\u2019 boards of directors and as senior leadership may influence PAOs\u2019 priorities, advocacy, and recommendations.3 We identified the 50 highest-revenue US-based PAOs and examined whether their senior leadership had been or were currently employed by the pharmaceutical and medical device industries.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian", + "Journal Editors" + ], + "subject_areas": [ + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Transparency", + "Conflicts of Interest", + "Patient Advocacy Organizations", + "Industry" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Ways of Working", + "forrt_sub_clusters": "Public and Private Partnerships, Socially Responsible Research", + "doi": "10.1001/jamainternmed.2023.2842", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/medicines-and-healthcare-products-regula.md b/content/curated_resources/medicines-and-healthcare-products-regula.md new file mode 100644 index 00000000000..8bdc9948cc6 --- /dev/null +++ b/content/curated_resources/medicines-and-healthcare-products-regula.md @@ -0,0 +1,63 @@ +{ + "timestamp": "10/9/2023 10:43:30", + "title": "Medicines and Healthcare products Regulatory Agency\u2019s \u201cConsultation on proposals for legislative changes for clinical trials\u201d: a response from the Trials Methodology Research Partnership Adaptive Designs Working Group, with a focus on data sharing", + "link_to_resource": "https://doi.org/10.1186/s13063-023-07576-7", + "creators": [ + "Martin Law", + "Dominique-Laurent Couturier", + "Babak Choodari-Oskooei", + "Phillip Crout", + "Carrol Gamble", + "Peter Jacko", + "Philip Pallmann", + "Mark Pilling", + "David S. Robertson", + "Michael Robling", + "Matthew R. Sydes", + "Sof\u00eda S. Villar", + "James Wason", + "Graham Wheeler", + "S. Faye Williamson", + "Christina Yap", + "& Thomas Jaki" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In the UK, the Medicines and Healthcare products Regulatory Agency consulted on proposals \u201cto improve and strengthen the UK clinical trials legislation to help us make the UK the best place to research and develop safe and innovative medicines\u201d. The purpose of the consultation was to help finalise the proposals and contribute to the drafting of secondary legislation. We discussed these proposals as members of the Trials Methodology Research Partnership Adaptive Designs Working Group, which is jointly funded by the Medical Research Council and the National Institute for Health and Care Research. Two topics arose frequently in the discussion: the emphasis on legislation, and the absence of questions on data sharing. It is our opinion that the proposals rely heavily on legislation to change practice. However, clinical trials are heterogeneous, and as a result some trials will struggle to comply with all of the proposed legislation. Furthermore, adaptive design clinical trials are even more heterogeneous than their non-adaptive counterparts, and face more challenges. Consequently, it is possible that increased legislation could have a greater negative impact on adaptive designs than non-adaptive designs. Overall, we are sceptical that the introduction of legislation will achieve the desired outcomes, with some exceptions. Meanwhile the topic of data sharing \u2014 making anonymised individual-level clinical trial data available to other investigators for further use \u2014 is entirely absent from the proposals and the consultation in general. However, as an aspect of the wider concept of open science and reproducible research, data sharing is an increasingly important aspect of clinical trials. The benefits of data sharing include faster innovation, improved surveillance of drug safety and effectiveness and decreasing participant exposure to unnecessary risk. There are already a number of UK-focused documents that discuss and encourage data sharing, for example, the Concordat on Open Research Data and the Medical Research Council\u2019s Data Sharing Policy. We strongly suggest that data sharing should be the norm rather than the exception, and hope that the forthcoming proposals on clinical trials invite discussion on this important topic.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Consultation", + "Data Sharing", + "Legislation" + ], + "forrt_clusters_new": "Academic Structures and Institutions, FAIR data and materials", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Reasons not to share: Privacy and security considerations", + "doi": "10.1186/s13063-023-07576-7", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/meeting-the-requirements-of-funders-arou.md b/content/curated_resources/meeting-the-requirements-of-funders-arou.md new file mode 100644 index 00000000000..56631c5f8c3 --- /dev/null +++ b/content/curated_resources/meeting-the-requirements-of-funders-arou.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "Meeting the Requirements of Funders Around Open Science: Open Resources and Processes for Education", + "link_to_resource": "https://www.youtube.com/watch?v=rgJ_99OLGdA", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Expectations by funders for transparent and reproducible methods are on the rise. This session covers expectations for preregistration, data sharing, and open access results of three key funders of education research including the Institute of Education Sciences, the National Science Foundation, and Arnold Ventures. Presenters cover practical resources for meeting these requirements such as the Registry for Efficacy and Effectiveness Studies (REES), the Open Science Framework (OSF), and EdArXiv. Presenters: Jessaca Spybrook, Western Michigan University Bryan Cook, University of Virginia David Mellor, Center for Open Science", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Pre-analysis Planning, Publication Sharing, FAIR data and materials", + "forrt_sub_clusters": "Preregistration, Research data management, Why open access?", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/mentorship-practices-that-improve-the-cu.md b/content/curated_resources/mentorship-practices-that-improve-the-cu.md new file mode 100644 index 00000000000..7b54e7e7593 --- /dev/null +++ b/content/curated_resources/mentorship-practices-that-improve-the-cu.md @@ -0,0 +1,53 @@ +{ + "timestamp": "2/20/2025 4:40:33", + "title": "Mentorship practices that improve the culture of peer review", + "link_to_resource": "https://doi.org/10.1038/s44159-023-00261-1", + "creators": [ + "Mariam Aly", + "Shahana Ansari", + "Eliana Colunga", + "M. J. Crockett", + "Amanda B. Diekman", + "Matthew Goldrick", + "Pablo Gomez", + "Franki Y. H. Kung", + "Paul C. McKee", + "Miriam P\u00e9rez & Sarah M. Stilwell" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The current system of peer review drives racial and gender disparities in publication and funding outcomes and can suppress the perspectives of marginalized scholars. Established researchers have an opportunity to help to build a fairer and more inclusive peer review culture by advocating for and empowering their trainees.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Peer Review", + "Psychology", + "Scientific Community", + "Marginalized Scholars", + "Inclusion" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Inclusion, Diversity in Academia", + "doi": "10.1038/s44159-023-00261-1", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/meta-analyses-are-no-substitute-for-regi.md b/content/curated_resources/meta-analyses-are-no-substitute-for-regi.md new file mode 100644 index 00000000000..2e69089bf97 --- /dev/null +++ b/content/curated_resources/meta-analyses-are-no-substitute-for-regi.md @@ -0,0 +1,49 @@ +{ + "timestamp": "2020-05-26T14:40:54.418Z", + "title": "Meta-analyses are no substitute for registered replications: a skeptical perspective on religious priming", + "link_to_resource": "https://doi.org/10.3389/fpsyg.2015.01365", + "creators": [ + "Michiel van Elk", + "Dora Matzke", + "Quentin F. Gronau", + "Maime Guan", + "Joachim Vandekerckhove and Eric-Jan Wagenmakers" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "According to a recent meta-analysis, religious priming has a positive effect on prosocial behavior (Shariff et al., 2015). We first argue that this meta-analysis suffers from a number of methodological shortcomings that limit the conclusions that can be drawn about the potential benefits of religious priming. Next we present a re-analysis of the religious priming data using two different meta-analytic techniques. A Precision-Effect Testing\u2013Precision-Effect-Estimate with Standard Error (PET-PEESE) meta-analysis suggests that the effect of religious priming is driven solely by publication bias. In contrast, an analysis using Bayesian bias correction suggests the presence of a religious priming effect, even after controlling for publication bias. These contradictory statistical results demonstrate that meta-analytic techniques alone may not be sufficiently robust to firmly establish the presence or absence of an effect. We argue that a conclusive resolution of the debate about the effect of religious priming on prosocial behavior \u2013 and about theoretically disputed effects more generally \u2013 requires a large-scale, preregistered replication project, which we consider to be the sole remedy for the adverse effects of experimenter bias and publication bias.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-analyses, Purposes of replication attempts - what is a \u2018failed\u2019 replication?", + "doi": "10.3389/fpsyg.2015.01365", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/meta-assessment-of-bias-in-science.md b/content/curated_resources/meta-assessment-of-bias-in-science.md new file mode 100644 index 00000000000..f88cdaabd4c --- /dev/null +++ b/content/curated_resources/meta-assessment-of-bias-in-science.md @@ -0,0 +1,53 @@ +{ + "timestamp": "01/01/2020", + "title": "Meta-assessment of bias in science", + "link_to_resource": "https://www.pnas.org/doi/10.1073/pnas.1618569114", + "creators": [ + "Daniele Fanelli", + "John P. A. Ioannidis", + "Rodrigo Costas" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Numerous biases are believed to affect the scientific literature, but their actual prevalence across disciplines is unknown. To gain a comprehensive picture of the potential imprint of bias in science, we probed for the most commonly postulated bias-related patterns and risk factors, in a large random sample of meta-analyses taken from all disciplines. The magnitude of these biases varied widely across fields and was overall relatively small. However, we consistently observed a significant risk of small, early, and highly cited studies to overestimate effects and of studies not published in peer-reviewed journals to underestimate them. We also found at least partial confirmation of previous evidence suggesting that US studies and early studies might report more extreme effects, although these effects were smaller and more heterogeneously distributed across meta-analyses and disciplines. Authors publishing at high rates and receiving many citations were, overall, not at greater risk of bias. However, effect sizes were likely to be overestimated by early-career researchers, those working in small or long-distance collaborations, and those responsible for scientific misconduct, supporting hypotheses that connect bias to situational factors, lack of mutual control, and individual integrity. Some of these patterns and risk factors might have modestly increased in intensity over time, particularly in the social sciences. Our findings suggest that, besides one being routinely cautious that published small, highly-cited, and earlier studies may yield inflated results, the feasibility and costs of interventions to attenuate biases in the literature might need to be discussed on a discipline-specific and topic-specific basis.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing", + "Biology", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Bias", + "Integrity", + "Meta-analysis", + "Meta-research", + "Metascience", + "Meta-Science", + "Misconduct", + "Publishing", + "Reproducibility", + "Research Methods" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1073/pnas.1618569114", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/meta-docenia.md b/content/curated_resources/meta-docenia.md new file mode 100644 index 00000000000..f7c4b588f9b --- /dev/null +++ b/content/curated_resources/meta-docenia.md @@ -0,0 +1,117 @@ +{ + "timestamp": "2/27/2025 5:23:43", + "title": "Meta Docenia", + "link_to_resource": "https://www.metadocencia.org/en/", + "creators": [ + "Laura Aci\u00f3n", + "Nicol\u00e1s Palopoli", + "Laura Ascenzi", + "Juli\u00e1n Buede", + "Mar\u00eda In\u00e9s Fariello", + "Jesica Formoso", + "Emmanuel Iarussi", + "Paola Andrea Lefer", + "Sabrina L\u00f3pez", + "Patricia Andrea Loto", + "Eunice Mercado-Lara", + "Paz M\u00edguez", + "Maria Cristina Nanton", + "Romina Pendino", + "Iv\u00e1n Gabriel Poggio", + "Mariela Rajngewerc", + "Irene Vazano", + "Jos\u00e9 Luis Villca Villegas", + "Luciana Benotti", + "Vanina Varni", + "Alejandra Daniela Calero", + "Mari\u00e1 Jimena Vera", + "Pablo V\u00e1zquez", + "Vanesa Ruiz", + "Ver\u00f3nica Xhardez", + "D\u00e9bora I. Burin", + "Julieta Mill\u00e1n", + "Ariel Silvio Norberto Ramos", + "Diego Onna", + "Driselda S\u00e1nchez Aguirre", + "Gast\u00f3n Klocker", + "Iv\u00e1n Stoikoff", + "Juan Pablo Barreyro", + "Jerem\u00edas Fabiano", + "Julio Zetter Patino", + "Kevin Hernan Cabana Horqque", + "Karina Formoso", + "Laura Mart\u00ednez Quijano", + "Luis Adolfo Ortega Granados", + "Mar\u00eda Bel\u00e9n Allasia", + "Marina Compagnucci", + "Sergio Santamarina", + "Umut Pajaro Velasquez", + "Victoria Gisel Dumas", + "Zulemma Bartuzo Blacio", + "M\u00f3nica Alonso", + "Florencia Grattarola", + "Francisco Javier Palm Rojas", + "Maria Angela Petrizzo P\u00e1ez", + "Thema Monroe-White", + "Malvika Sharan", + "Claudiano Neto", + "Roxana Noelia Villafane", + "Melissa Black", + "Sara Mortara", + "Paola Corrales", + "Yanina Bellini Saibene", + "Alejandra Bellini", + "Elio Campitelli", + "Violeta Roizman", + "Ailin Mandola", + "Alejandra Wrobel", + "Amit Kohli", + "Andrea Gomez Vargas", + "Beatriz Milz", + "Briana Morrison", + "Celeste Molina Favero", + "Francisco Etchart", + "Kate Hertweck", + "Lucio Casalla", + "Priscilla Minotti", + "Raniere Silva" + ], + "material_type": [ + "Projects", + "Training", + "Consulting", + "Website" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "We work to make the production, communication, and application of scientific and technical knowledge equitable globally. To advance innovation with a local perspective that responsibly builds scientific and technical capacities through the co-creation of networks, learning spaces, and accessible resources for Spanish-speaking communities.", + "language": [ + "English", + "Spanish" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Equity", + "Local Perspective", + "Spanish-Speaking Communities", + "Resources" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Equity, Accessibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/meta-regression-approximations-to-reduce.md b/content/curated_resources/meta-regression-approximations-to-reduce.md new file mode 100644 index 00000000000..a7d4c9b58ad --- /dev/null +++ b/content/curated_resources/meta-regression-approximations-to-reduce.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-03T20:16:57.085Z", + "title": "Meta\u2010regression approximations to reduce publication selection bias.", + "link_to_resource": "https://doi.org/10.1002/jrsm.1095", + "creators": [ + "TD Stanley", + "H Doucouliagos" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Publication selection bias is a serious challenge to the integrity of all empirical sciences. We derive meta-regression approximations to reduce this bias. Our approach employs Taylor polynomial approximations tothe conditional mean of a truncated distribution. A quadratic approximation without a linear term, precision-effect estimate with standard error (PEESE), is shown to have the smallest bias and mean squared error in mostcases and to outperform conventional meta-analysis estimators, often by a great deal. Monte Carlo simulationsalso demonstrate how a new hybrid estimator that conditionally combines PEESE and the Egger regressionintercept can provide a practical solution to publication selection bias. PEESE is easily expanded to accom-modate systematic heterogeneity along with complex and differential publication selection bias that is relatedto moderator variables. By p roviding an intuitive reason for these approximations, we can also explain why theEgger regression works so well and when it does not. These meta-regression methods are applied to severalpolicy-relevant areas of research including antidepressant effectiveness, the value of a statistical life, theminimum wage, and nicotine replacement therapy.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-analyses", + "doi": "10.1002/jrsm.1095", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/metascience-forum-2020.md b/content/curated_resources/metascience-forum-2020.md new file mode 100644 index 00000000000..69de9518935 --- /dev/null +++ b/content/curated_resources/metascience-forum-2020.md @@ -0,0 +1,39 @@ +{ + "timestamp": "01/01/2020", + "title": "Metascience Forum 2020", + "link_to_resource": "https://www.youtube.com/watch?v=Nu3j25UqFxs", + "creators": [ + "Brian Nosek" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "In his talk, Professor Nosek defines replication as gathering evidence that tests an empirical claim made in an original paper. This intent influences the design and interpretation of a replication study and addresses confusion between conceptual and direct replications.\n---\nAre you a funder interested in supporting research on the scientific process? Learn more about the communities mobilizing around the emerging field of metascience by visiting metascience.com. Funders are encouraged to review and adopt the practices overviewed at cos.io/top-funders as part of the solution to issues discussed during the Funders Forum.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibiity", + "Research", + "Scientific Process" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Direct vs. conceptual replications, Meta-research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/methodological-advances-in-behavioral-re.md b/content/curated_resources/methodological-advances-in-behavioral-re.md new file mode 100644 index 00000000000..cc12896a537 --- /dev/null +++ b/content/curated_resources/methodological-advances-in-behavioral-re.md @@ -0,0 +1,48 @@ +{ + "timestamp": "10/14/2021 16:09:19", + "title": "Methodological Advances in Behavioral Research: Crowdsourcing Science", + "link_to_resource": "https://osf.io/78s5c/", + "creators": [ + "artin Schweinsberg", + "Neil Bearden", + "& Eric Luis Uhlmann", + "INSEAD" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The results of many published studies across many scientific domains are not easily reproduced by independent laboratories. For example, an initiative by Bayer Healthcare to replicate 67 pre-clinical studies led to a reproducibility rate of 20-25% (Prinz et al., 2011), and researchers at Amgen were only able to replicate 6 of 53 influential cancer biology studies (Begley & Ellis, 2012). Similar replication failures have been reported in social and cognitive psychology (Ebersole et al., 2015; Klein et al., 2014; Open Science Collaboration, 2015). This PhD Boot camp introduces PhD students in the behavioral sciences to 1) the ongoing \u201ccrisis of confidence\u201d in science, 2) typical methodological challenges of conducting replications, 3) the philosophy of science and statistical background of replications, 4) highly collaborative approaches to replication, in which findings are replicated in independent laboratories before (rather than after) they are published. As part of the boot camp, students will be organized into replication teams and take part in a crowdsourced pre-publication independent replication project on which they will be creditedas co-authors. Participation in the bootcamp is free, the replications will be funded by a grant from INSEAD, and the infrastructure for data collection is already in place. Crowdsourcing research involves recruiting numerous scientific teams to achieve large-scale projects no single team could feasibly carry out. Leveraging crowds of researchers increases the statistical power and generalizability of research designs, reduces investigator error and bias, and enhances scientific transparency. Actively participating in a large-scale replication effort provides an opportunity for students to experience the power of a crowd of researchers firsthand. Lecture topics will include the scientific crisis caused by high-profile replication failures, publication bias, questionable research practices, the open data movement, and crowdsourced replication efforts, among others.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Conceptual and statistical knowledge" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications, Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/methods-and-results-of-studies-on-report.md b/content/curated_resources/methods-and-results-of-studies-on-report.md new file mode 100644 index 00000000000..be1a0f0cc2a --- /dev/null +++ b/content/curated_resources/methods-and-results-of-studies-on-report.md @@ -0,0 +1,53 @@ +{ + "timestamp": "2/27/2025 5:46:44", + "title": "Methods and results of studies on reporting guideline adherence are poorly reported: a meta-research study", + "link_to_resource": "https://doi.org/10.1016/j.jclinepi.2023.05.017", + "creators": [ + "Tiffany Dal Santoa", + "Danielle B. Rice", + "Lara S.N. Amiria", + "Amina Tasleema", + "Kexin Lia", + "Jill T. Boruffe", + "Marie-Claude Geoffroy", + "Andrea Benedetti", + "Brett D. Thombs" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "We investigated recent meta-research studies on adherence to four reporting guidelines to determine the proportion that provided (1) an explanation for how adherence to guideline items was rated and (2) results from all included individual studies. We examined conclusions of each meta-research study to evaluate possible repetitive and similar findings.\nStudy Design and Setting\nA cross-sectional meta-research study. MEDLINE (Ovid) was searched on July 5, 2022 for studies that used any version of the Consolidated Standards of Reporting Trials, Preferred Reporting Items for Systematic Reviews and Meta-Analyses, Standards for the Reporting of Diagnostic Accuracy Studies, or Strengthening the Reporting of Observational Studies in Epidemiology reporting guidelines or their extensions to evaluate reporting.\nResults\nOf 148 included meta-research studies published between August 2020 and June 2022, 14 (10%, 95% confidence interval [CI] 6%\u201315%) provided a fully replicable explanation of how they coded the adherence ratings and 49 (33%, 95% CI 26%\u201341%) completely reported individual study results. Of 90 studies that classified reporting as adequate or inadequate in the study abstract, six (7%, 95% CI 3%\u201314%) concluded that reporting was adequate, but none of those six studies provided information on how items were coded or provided item-level results for included studies.\nConclusion\nAlmost all included meta-research studies found that reporting in health research is suboptimal. However, few of these reported enough information for verification or replication.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Research waste", + "Reproducibility", + "Replicability", + "Checklist", + "Checklists", + "Research-on-research" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1016/j.jclinepi.2023.05.017", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/methods-for-reliable-transparent-and-ope.md b/content/curated_resources/methods-for-reliable-transparent-and-ope.md new file mode 100644 index 00000000000..944a9016a0e --- /dev/null +++ b/content/curated_resources/methods-for-reliable-transparent-and-ope.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-08T07:11:28.000Z", + "title": "Methods for Reliable, Transparent, and Open Science", + "link_to_resource": "https://github.com/rouderj/transparent-science-course", + "creators": [ + "Jeffrey Rouder and Joachim Vandekerckhove" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "A syllabus about the methods for reliable, transparent and open science", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration" + ], + "tags": [ + "Syllabus" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/millions-of-research-papers-at-risk-of-d.md b/content/curated_resources/millions-of-research-papers-at-risk-of-d.md new file mode 100644 index 00000000000..2993dc0c514 --- /dev/null +++ b/content/curated_resources/millions-of-research-papers-at-risk-of-d.md @@ -0,0 +1,44 @@ +{ + "timestamp": "1/9/2025 9:12:35", + "title": "Millions of research papers at risk of disappearing from the Internet", + "link_to_resource": "https://www.nature.com/articles/d41586-024-00616-5?utm_source=Live+Audience&utm_campaign=ddda388f7f-briefing-dy-20240304&utm_medium=email&utm_term=0_b27a691814-ddda388f7f-51018408#ref-CR1", + "creators": [ + "Sarah Wild" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "Millions of research papers at risk of disappearing from the Internet: An analysis of DOIs suggests that digital preservation is not keeping up with burgeoning scholarly knowledge.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Digital Preservation", + "Archiving" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/mindless-statistics.md b/content/curated_resources/mindless-statistics.md new file mode 100644 index 00000000000..1a3ff65b9a0 --- /dev/null +++ b/content/curated_resources/mindless-statistics.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-06T18:59:43.953Z", + "title": "Mindless statistics", + "link_to_resource": "https://doi.org/10.1016/j.socec.2004.09.033", + "creators": [ + "Gerd Gigerenzer" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Statistical rituals largely eliminate statistical thinking in the social sciences. Rituals are indispensable for identification with social groups, but they should be the subject rather than the procedure of science. What I call the \u201cnull ritual\u201d consists of three steps: (1) set up a statistical null hypothesis, but do not specify your own hypothesis nor any alternative hypothesis, (2) use the 5% significance level for rejecting the null and accepting your hypothesis, and (3) always perform this procedure. I report evidence of the resulting collective confusion and fears about sanctions on the part of students and teachers, researchers and editors, as well as textbook writers.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1016/j.socec.2004.09.033", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/mini-course-on-reproducibility-open-rese.md b/content/curated_resources/mini-course-on-reproducibility-open-rese.md new file mode 100644 index 00000000000..d7b58974e37 --- /dev/null +++ b/content/curated_resources/mini-course-on-reproducibility-open-rese.md @@ -0,0 +1,54 @@ +{ + "timestamp": "1/31/2022 4:39:18", + "title": "Mini course on reproducibility & open research", + "link_to_resource": "https://www.youtube.com/playlist?list=PLo1sDp2zqD4Rl9AQblQBMQrVblZfEfHcJ", + "creators": [ + "Dr Alex Mitchell (University of Edinburgh)", + "Niamh MacSweeney (Edinburgh ReproducibiliTea) and Laura Klinkhamer (Edinburgh ReproducibiliTea)" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This mini course was designed to introduce Psychology undergraduate students at the University of Edinburgh (who are working on their dissertation in the academic year 2021-2022) to open research principles and practices. \nThe course contains 5 videos introducing several core principles of reproducible working which we clustered into the Three T's: Think before you do (about principles of pre-registration), Trace your steps (about detailed record-keeping and version control) and Be Transparent (about adopting a transparent working style and why this is important). \n\nThe videos were created by Dr. Alex Mitchell (Teaching Fellow in Psychology, University of Edinburgh), Niamh MacSweeney (PhD student at the University of Edinburgh & co-organiser Edinburgh ReproducibiliTea) and Laura Klinkhamer (PhD student at the University of Edinburgh & co-organiser Edinburgh ReproducibiliTea). ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "INTRODUCTION", + "INTRODUCTORY", + "REPRODUCIBLE", + "PRINCIPLES", + "UNDERGRADUATE", + "DISSERTATION", + "THESIS", + "LECTURE", + "SERIES", + "VIDEOS", + "THREE TS", + "THREE T'S", + "PSYCHOLOGY" + ], + "forrt_clusters_new": "Pre-analysis Planning, FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training, Preregistration, Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/mini-meta-analysis-of-your-own-studies-s.md b/content/curated_resources/mini-meta-analysis-of-your-own-studies-s.md new file mode 100644 index 00000000000..a5d78d41354 --- /dev/null +++ b/content/curated_resources/mini-meta-analysis-of-your-own-studies-s.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-06-07T18:45:22.803Z", + "title": "Mini Meta-Analysis of Your Own Studies: Some Arguments on Why and a Primer on How", + "link_to_resource": "https://doi.org/10.1111/spc3.12267", + "creators": [ + "Jin X. Goh", + "Judith A. Hall and Robert Rosenthal" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "We outline the need to, and provide a guide on how to, conduct a meta-analysis on one\u2019s own studies within a manuscript. Although conducting a \u201cmini meta\u201d within one\u2019s manuscript has been argued for in the past, this practice is still relatively rare and adoption is slow. We believe two deterrents are responsible. First, researchers may not think that it is legitimate to do a meta-analysis on a small number of studies. Second, researchers may think a meta-analysis is too complicated to do without expert knowledge or guidance. We dispel these two misconceptions by (1) offering arguments on why researchers should be encouraged to do mini metas, (2) citing previous articles that have conducted such analyses to good effect, and (3) providing a user-friendly guide on calculating some meta-analytic procedures that are appropriate when there are only a few studies. We provide formulas for calculating effect sizes and converting effect sizes from one metric to another (e.g., from Cohen\u2019s d to r), as well as annotated Excel spreadsheets and a step-by-step guide on how to conduct a simple meta-analysis. A series of related studies can be strengthened and better understood if accompanied by a mini meta-analysis.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1111/spc3.12267", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/minimal-criteria-for-reporting-mesenchym.md b/content/curated_resources/minimal-criteria-for-reporting-mesenchym.md new file mode 100644 index 00000000000..4f72862c47c --- /dev/null +++ b/content/curated_resources/minimal-criteria-for-reporting-mesenchym.md @@ -0,0 +1,46 @@ +{ + "timestamp": "1/13/2025 7:04:45", + "title": "Minimal criteria for reporting mesenchymal stem cells in veterinary regenerative medicine", + "link_to_resource": "https://doi.org/10.1007/s11259-024-10398-w", + "creators": [ + "Khan Sharun", + "S. Amitha Banu", + "A. M. Pawde", + "Kuldeep Dhama & Amar Pal" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The widespread application of mesenchymal stem cells (MSCs) in veterinary regenerative medicine highlights their promising therapeutic potential. However, the lack of standardized characterization and reporting practices across studies poses a significant challenge, compromising the assessment of their safety and efficacy. While criteria established for human MSCs serve as a foundation, the unique characteristics of animal-derived MSCs warrant updated guidelines tailored to veterinary medicine. A recent position statement outlining minimal reporting criteria for MSCs in veterinary research reflects efforts to address this need, aiming to enhance research quality and reproducibility. Standardized reporting criteria ensure transparency, facilitate evidence synthesis, and promote best practices adoption in MSC isolation, characterization, and administration. Adherence to minimal reporting criteria is crucial for maintaining scientific rigor and advancing the field of veterinary regenerative medicine. Ongoing collaboration among stakeholders is essential for effective implementation and adherence to updated guidelines, fostering excellence and innovation in MSC-based therapies for animal patients.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses" + ], + "tags": [ + "Mesenchymal Stem Cells", + "Regenerative Medicine", + "Reporting Guidelines", + "Minimum Requirements", + "Characterization" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Analysis and reporting in qualitative research", + "doi": "10.1007/s11259-024-10398-w", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/minimizing-questionable-research-practic.md b/content/curated_resources/minimizing-questionable-research-practic.md new file mode 100644 index 00000000000..f314a1026c7 --- /dev/null +++ b/content/curated_resources/minimizing-questionable-research-practic.md @@ -0,0 +1,47 @@ +{ + "timestamp": "1/9/2025 10:42:06", + "title": "Minimizing Questionable Research Practices \u2013 The Role of Norms, Counter Norms, and Micro-Organizational Ethics Discussion", + "link_to_resource": "https://link.springer.com/article/10.1007/s10805-024-09520-z", + "creators": [ + "Solmaz Filiz Karabag", + "Christian Berggren", + "Jolanta Pielaszkiewicz & Bengt Gerdin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Breaches of research integrity have gained considerable attention due to high-profile scandals involving questionable research practices by reputable scientists. These practices include plagiarism, manipulation of authorship, biased presentation of findings and misleading reports of significance. To combat such practices, policymakers tend to rely on top-down measures, mandatory ethics training and stricter regulation, despite limited evidence of their effectiveness. In this study, we investigate the occurrence and underlying factors of questionable research practices (QRPs) through an original survey of 3,005 social and medical researchers at Swedish universities. By comparing the role of the organizational culture, researchers\u00b4 norms and counter norms, and individual motivation, the study reveals that the counter norm of Biasedness\u2014the opposite of universalism and skepticism\u2014is the overall most important factor. Thus, Biasedness was related to 40\u201360% of the prevalence of the questionable practices. The analysis also reveals the contradictory impact of other elements in the organizational environment. Internal competition was positively associated with QRP prevalence, while group-level ethics discussions consistently displayed a negative association with such practices. Furthermore, in the present study items covering ethics training and policies have only a marginal impact on the prevalence of these practices. The organizational climate and normative environment have a far greater influence. Based on these findings, it is suggested that academic leaders should prioritize the creation and maintenance of an open and unbiased research environment, foster a collaborative and collegial climate, and promote bottom-up ethics discussions within and between research groups.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Questionable research practices", + "Scientific norms", + "Counter norms", + "Organizational climate", + "Competition", + "Ethics training" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1007/s10805-024-09520-z", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/minimizing-questionable-research-practic_2.md b/content/curated_resources/minimizing-questionable-research-practic_2.md new file mode 100644 index 00000000000..26a0e493d31 --- /dev/null +++ b/content/curated_resources/minimizing-questionable-research-practic_2.md @@ -0,0 +1,49 @@ +{ + "timestamp": "1/13/2025 6:14:52", + "title": "Minimizing Questionable Research Practices \u2013 The Role of Norms, Counter Norms, and Micro-Organizational Ethics Discussion", + "link_to_resource": "https://doi.org/10.1007/s10805-024-09520-z", + "creators": [ + "Solmaz Filiz Karabag", + "Christian Berggren", + "Jolanta Pielaszkiewicz & Bengt Gerdin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Breaches of research integrity have gained considerable attention due to high-profile scandals involving questionable research practices by reputable scientists. These practices include plagiarism, manipulation of authorship, biased presentation of findings and misleading reports of significance. To combat such practices, policymakers tend to rely on top-down measures, mandatory ethics training and stricter regulation, despite limited evidence of their effectiveness. In this study, we investigate the occurrence and underlying factors of questionable research practices (QRPs) through an original survey of 3,005 social and medical researchers at Swedish universities. By comparing the role of the organizational culture, researchers\u00b4 norms and counter norms, and individual motivation, the study reveals that the counter norm of Biasedness\u2014the opposite of universalism and skepticism\u2014is the overall most important factor. Thus, Biasedness was related to 40\u201360% of the prevalence of the questionable practices. The analysis also reveals the contradictory impact of other elements in the organizational environment. Internal competition was positively associated with QRP prevalence, while group-level ethics discussions consistently displayed a negative association with such practices. Furthermore, in the present study items covering ethics training and policies have only a marginal impact on the prevalence of these practices. The organizational climate and normative environment have a far greater influence. Based on these findings, it is suggested that academic leaders should prioritize the creation and maintenance of an open and unbiased research environment, foster a collaborative and collegial climate, and promote bottom-up ethics discussions within and between research groups.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Academic Life and Culture" + ], + "tags": [ + "Questionable Research Practices", + "Scientific Norms", + "Counter Norms", + "Organizational Climate", + "Competition", + "Ethics Training" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Structures and incentives in academia", + "doi": "10.1007/s10805-024-09520-z", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/minimizing-variability-in-developmental.md b/content/curated_resources/minimizing-variability-in-developmental.md new file mode 100644 index 00000000000..9ef66c44d28 --- /dev/null +++ b/content/curated_resources/minimizing-variability-in-developmental.md @@ -0,0 +1,47 @@ +{ + "timestamp": "1/16/2025 4:20:04", + "title": "Minimizing Variability in Developmental Fear Studies in Mice: Toward Improved Replicability in the Field", + "link_to_resource": "https://doi.org/10.1002/cpz1.1040", + "creators": [ + "Hanista Premachandran", + "Jennifer Wilkin", + "Maithe Arruda-Carvalho" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In rodents, the first weeks of postnatal life feature remarkable changes in fear memory acquisition, retention, extinction, and discrimination. Early development is also marked by profound changes in brain circuits underlying fear memory processing, with heightened sensitivity to environmental influences and stress, providing a powerful model to study the intersection between brain structure, function, and the impacts of stress. Nevertheless, difficulties related to breeding and housing young rodents, preweaning manipulations, and potential increased variability within that population pose considerable challenges to developmental fear research. Here we discuss several factors that may promote variability in studies examining fear conditioning in young rodents and provide recommendations to increase replicability. We focus primarily on experimental conditions, design, and analysis of rodent fear data, with an emphasis on mouse studies. The convergence of anatomical, synaptic, physiological, and behavioral changes during early life may increase variability, but careful practice and transparency in reporting may improve rigor and consensus in the field.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Auditory Fear Conditioning", + "Contextual Fear Conditioning", + "Development", + "Extinction", + "Mice" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1002/cpz1.1040", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/misaligned-incentives-hurt-science-but-w.md b/content/curated_resources/misaligned-incentives-hurt-science-but-w.md new file mode 100644 index 00000000000..c9c587d41f6 --- /dev/null +++ b/content/curated_resources/misaligned-incentives-hurt-science-but-w.md @@ -0,0 +1,37 @@ +{ + "timestamp": "01/01/2020", + "title": "Misaligned Incentives Hurt Science, but We Can Fix Them", + "link_to_resource": "https://www.youtube.com/watch?v=oI3ZExEz7C0", + "creators": [ + "Katie Corker" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "In this talk, Professor Corker shows how researchers are typically evaluated and contrasts that with ideal ways to evaluate the process of scientific output. Funding for open practices, infrastructure, and publication decisions made regardless of outcome incentivize the type of science we want to see occur. \n---\nAre you a funder interested in supporting research on the scientific process? Learn more about the communities mobilizing around the emerging field of metascience by visiting metascience.com. Funders are encouraged to review and adopt the practices overviewed at cos.io/top-funders as part of the solution to issues discussed during the Funders Forum.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Research" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/mission-p-curve.md b/content/curated_resources/mission-p-curve.md new file mode 100644 index 00000000000..6e2b6bda8b0 --- /dev/null +++ b/content/curated_resources/mission-p-curve.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-14T10:11:39.371Z", + "title": "Mission: P-curve", + "link_to_resource": "http://willgervais.com/blog/2015/3/27/mission-p-curve", + "creators": [ + "Will Gervais" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A blog about the p-curve", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/mitigating-illusory-results-through-prer.md b/content/curated_resources/mitigating-illusory-results-through-prer.md new file mode 100644 index 00000000000..5a908174eaa --- /dev/null +++ b/content/curated_resources/mitigating-illusory-results-through-prer.md @@ -0,0 +1,47 @@ +{ + "timestamp": "10/27/2023 15:07:20", + "title": "Mitigating Illusory Results through Preregistration in Education", + "link_to_resource": "https://doi.org/10.1080/19345747.2017.1387950", + "creators": [ + "Hunter Gehlbach", + "Carly D. Robinson" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Like performance-enhancing drugs inflating apparent athletic achievements, several common social science practices contribute to the production of illusory results. In this article, we examine the processes that lead to illusory findings and describe their consequences. We borrow from an approach used increasingly by other disciplines\u2014the norm of preregistering studies. Specifically, we examine how this practice of publicly posting documentation of one's prespecified hypotheses and other key decisions of a study prior to study implementation or data analysis could improve scientific integrity within education. In an attempt to develop initial guidelines to facilitate preregistrations in education, we discuss the types of studies that ought to be preregistered and the logistics of how educational researchers might execute preregistrations. We conclude with ideas for how researchers, reviewers, and the field of education more broadly might speed the adoption of this new norm.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Preregistration", + "Replication Research" + ], + "tags": [ + "Educational Research", + "P-Hacking", + "Preregistration", + "Replication", + "Research Methods" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1080/19345747.2017.1387950", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/mobilizing-data-during-a-crisis-building.md b/content/curated_resources/mobilizing-data-during-a-crisis-building.md new file mode 100644 index 00000000000..610f64cca62 --- /dev/null +++ b/content/curated_resources/mobilizing-data-during-a-crisis-building.md @@ -0,0 +1,54 @@ +{ + "timestamp": "1/12/2025 10:08:21", + "title": "Mobilizing data during a crisis: Building rapid evidence pipelines using multi-institutional real world data", + "link_to_resource": "https://doi.org/10.1016/j.hjdsi.2024.100738", + "creators": [ + "Jayson S. Marwaha", + "Maren Downing", + "John Halamka", + "Amy Abernethy", + "Joseph B. Franklin", + "Brian Anderson", + "Isaac Kohane", + "Kavishwar Wagholikar", + "John Brownstein", + "Melissa Haendel", + "Gabriel A. Brat" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The COVID-19 pandemic generated tremendous interest in using real world data (RWD). Many consortia across the public and private sectors formed in 2020 with the goal of rapidly producing high-quality evidence from RWD to guide medical decision-making, public health priorities, and more. Experiences were gathered from five large consortia on rapid multi-institutional evidence generation during the COVID-19 pandemic. Insights have been compiled across five dimensions: consortium composition, governance structure and alignment of priorities, data sharing, data analysis, and evidence dissemination. The purpose of this piece is to offer guidance on building large-scale multi-institutional RWD analysis pipelines for future public health issues.\nThe composition of each consortium was largely influenced by existing collaborations. A central set of priorities for evidence generation guided each consortium, however different approaches to governance emerged. Challenges surrounding limited access to clinical data due to various contributors were overcome in unique ways. While all consortia used different methods to construct and analyze patient cohorts ranging from centralized to federated approaches, all proved effective for generating meaningful real-world evidence. Actionable recommendations for clinical practice and public health agencies were made from translating insights from consortium analyses.\nEach consortium was successful in rapidly answering questions about COVID-19 diagnosis and treatment despite all taking slightly different approaches to data sharing and analysis. Leveraging RWD, leveraged in a manner that applies scientific rigor and transparency, can complement higher-level evidence and serve as an important adjunct to clinical trials to quickly guide policy and critical care, especially for a pandemic response.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Covid-19", + "Real World Data", + "Consortia", + "Pandemic Response", + "Rapid Evidence Generation" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "10.1016/j.hjdsi.2024.100738", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/more-than-meets-the-itt-a-guide-for-anti.md b/content/curated_resources/more-than-meets-the-itt-a-guide-for-anti.md new file mode 100644 index 00000000000..5eb2d9322cc --- /dev/null +++ b/content/curated_resources/more-than-meets-the-itt-a-guide-for-anti.md @@ -0,0 +1,44 @@ +{ + "timestamp": "12/19/2024 9:21:11", + "title": "More than meets the ITT: A guide for anticipating and investigating nonsignificant results in survey experiments", + "link_to_resource": "https://doi.org/10.1017/XPS.2024.1", + "creators": [ + "John V Kane" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Survey experiments often yield intention-to-treat effects that are either statistically and/or practically \u201cnon-significant.\u201d There has been a commendable shift toward publishing such results, either to avoid the \u201cfile drawer problem\u201d and/or to encourage studies that conclude in favor of the null hypothesis. But how can researchers more confidently adjudicate between true, versus erroneous, nonsignificant results? Guidance on this critically important question has yet to be synthesized into a single, comprehensive text. The present essay therefore highlights seven \u201calternative explanations\u201d that can lead to (erroneous) nonsignificant findings. It details how researchers can more rigorously anticipate and investigate these alternative explanations in the design and analysis stages of their studies, and also offers recommendations for subsequent studies. Researchers are thus provided with a set of strategies for better designing their experiments, and more thoroughly investigating their survey-experimental data, before concluding that a given result is indicative of \u201cno significant effect.\u201d", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities", + "Law" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Surveys", + "Experiments", + "Null Results", + "Significance", + "Bias" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1017/XPS.2024.1", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/moving-toward-transparent-open-and-repro.md b/content/curated_resources/moving-toward-transparent-open-and-repro.md new file mode 100644 index 00000000000..2464a2b13f0 --- /dev/null +++ b/content/curated_resources/moving-toward-transparent-open-and-repro.md @@ -0,0 +1,50 @@ +{ + "timestamp": "2/20/2025 5:55:26", + "title": "Moving Toward Transparent, Open, and Reproducible Prevention Science: Introduction to the Special Issue", + "link_to_resource": "https://doi.org/10.1007/s11121-022-01393-1", + "creators": [ + "Sean Grant", + "Frances Gardner", + "Catherine P. Bradshaw" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This editorial serves as a brief introduction to this special issue of Prevention Science, entitled \u201cTransparency, Openness, and Reproducibility: Implications for the Field of Prevention Science.\u201d The overall goal of this special issue is to facilitate the engagement of prevention science with the open science movement. Its specific aims are to introduce prevention scientists to transparent and reproducible research practices, provide prevention scientists with worked examples of using these practices, and discuss how prevention scientists can contribute their expertise to advancing the wider open science movement. The manuscripts included in this special issue aspire to stimulate this discourse through a primer on open science for prevention scientists, followed by examinations of replication in prevention and implementation science, study registration and null results in preventive intervention trials, open science and translational prevention research, and applications to prevention research methods.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Open Science", + "Prevention Science", + "Transparency", + "Openness", + "Reproducibility" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1007/s11121-022-01393-1", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/multi-site-replications-in-social-psycho.md b/content/curated_resources/multi-site-replications-in-social-psycho.md new file mode 100644 index 00000000000..fd69b50463f --- /dev/null +++ b/content/curated_resources/multi-site-replications-in-social-psycho.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/27/2025 5:24:27", + "title": "Multi-Site Replications in Social Psychology: Reflections, Implications, and Future Directions", + "link_to_resource": "https://doi.org/10.1017/SJP.2023.6", + "creators": [ + "Roy F. Baumeister", + "Brad J. Bushman", + "Dianne M. Tice" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Social psychology findings have fared poorly in multi-site replication attempts. This article considers and evaluates multiple factors that may contribute to such failures, other than the \u201ccrisis\u201d assumption that most of the field\u2019s published research is so badly flawed that it should be dismissed wholesale. Low engagement by participants may reduce replicability of some findings (while not affecting certain others). Incentives differ between original researchers and replicators. If multi-site replications are indeed biased toward failure, this may have a damaging effect on the field\u2019s ability to build correct theories.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Multi-Laboratory Replications", + "Replications", + "Replication Crisis", + "Social Interaction" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1017/SJP.2023.6", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/multilevel-analysis-an-introduction-to-b.md b/content/curated_resources/multilevel-analysis-an-introduction-to-b.md new file mode 100644 index 00000000000..7ee606a96cd --- /dev/null +++ b/content/curated_resources/multilevel-analysis-an-introduction-to-b.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-19T16:50:30.775Z", + "title": "Multilevel Analysis: An Introduction to Basic and Advanced Multilevel Modeling", + "link_to_resource": "https://www.amazon.com/Multilevel-Analysis-Introduction-Advanced-Modeling/dp/0761958908?ie=UTF8&psc=1&redirect=true&ref_=oh_aui_detailpage_o07_s00", + "creators": [ + "Tom A.B. Snijders", + "Roel Bosker" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "The main methods, techniques and issues for carrying out multilevel modeling and analysis are covered in this book. The book is an applied introduction to the topic, providing a clear conceptual understanding of the issues involved in multilevel analysis and will be a useful reference tool. Information on designing multilevel studies, sampling, testing and model specification and interpretation of models is provided. A comprehensive guide to the software available is included. Multilevel Analysis is the ideal guide for researchers and applied statisticians in the social sciences, including education, but will also interest researchers in economics, and biological, medical and health disciplines.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Book" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/multiscale-modeling-in-the-framework-of.md b/content/curated_resources/multiscale-modeling-in-the-framework-of.md new file mode 100644 index 00000000000..d723aa34a78 --- /dev/null +++ b/content/curated_resources/multiscale-modeling-in-the-framework-of.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2/6/2025 4:54:56", + "title": "Multiscale modeling in the framework of biological systems and its potential for spaceflight biology studies", + "link_to_resource": "https://doi.org/10.1016/j.isci.2022.105421", + "creators": [ + "MILLAR-WILSON", + "A.", + "WARD", + "O.", + "DUFFY", + "E.", + "HARDIMAN", + "G." + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A central tenet of systems biology is that biological systems are greater than the sum of their component parts. Spaceflight is associated with hazards including radiation exposure and microgravity which impact different echelons of biological organizations spanning molecular, cellular, organ, and organismal levels. These insults lead to physical damage, including muscle and bone loss, neurological damage, and impaired immunity. Mitochondrial dysfunction and biological alterations occurring during spaceflight have been reported. The health challenges presented by long-term space travel must be addressed and appropriate countermeasures developed to protect astronauts. Increasing quantity of multiomics data are being generated from cells and model organisms flown in space, with physiological data from astronauts. Systems biology approaches leveraging mathematical reasoning and computational modeling are required to characterize these components in a holistic fashion. In this review, we provide an historic perspective on multiscale biological systems modeling, followed by a discussion on its utility for spaceflight biology research.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "Spaceflight Biology Research" + ], + "forrt_clusters_new": "", + "forrt_sub_clusters": "", + "doi": "10.1016/j.isci.2022.105421", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/natio-nal-guide-li-nes-for-promoting-ope.md b/content/curated_resources/natio-nal-guide-li-nes-for-promoting-ope.md new file mode 100644 index 00000000000..25db45f16f9 --- /dev/null +++ b/content/curated_resources/natio-nal-guide-li-nes-for-promoting-ope.md @@ -0,0 +1,43 @@ +{ + "timestamp": "12/12/2024 10:58:13", + "title": "Natio\u00adnal guide\u00adli\u00adnes for promoting open science in Sweden", + "link_to_resource": "https://www.kb.se/samverkan-och-utveckling/nytt-fran-kb/nyheter-samverkan-och-utveckling/2024-01-15-national-guidelines-for-promoting-open-science-in-sweden.html", + "creators": [ + "National Library of Sweden (Kungliga biblioteket", + "KB)" + ], + "material_type": [ + "Guidelines" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "On behalf of the Swedish government, the National Library of Sweden (Kungliga biblioteket, KB) has developed national guidelines for open science. The guidelines are intended to provide support and guidance to actors in Sweden who have an important role to play in the transition to open science.", + "language": [ + "English", + "Swedish" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Guidelines for Open Science" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/national-open-access-monitor-launch-mark.md b/content/curated_resources/national-open-access-monitor-launch-mark.md new file mode 100644 index 00000000000..b1a2bc256d4 --- /dev/null +++ b/content/curated_resources/national-open-access-monitor-launch-mark.md @@ -0,0 +1,46 @@ +{ + "timestamp": "1/12/2025 10:17:19", + "title": "National Open Access Monitor Launch Marks a New Chapter in the Irish Open Science Landscape", + "link_to_resource": "https://www.openaire.eu/national-open-access-monitor-launch-marks-a-new-chapter-in-the-irish-open-science-landscape", + "creators": [ + "Athina Papadopoulou" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The National Open Research Forum (NORF), the Irish Research eLibrary (IReL), and OpenAIRE proudly announce the launch of the National Open Access Monitor, a cornerstone in Ireland's shift towards a fully open access research ecosystem. This launch marks a significant phase in a project that began months ago, following OpenAIRE's selection through a competitive tendering process. This initiative aims to support the shift towards transparency and accessibility of Irish research publications, and tracking Ireland\u2019s goal of 100% of publicly funded research being open access by 2030. For more information on this project, please also read the national press release from July 2023.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Open Access", + "National Policy", + "Open Science", + "Monitor", + "Research Policy Monitoring", + "National Infrastructure" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/nature-earns-ire-over-lack-of-code-avail.md b/content/curated_resources/nature-earns-ire-over-lack-of-code-avail.md new file mode 100644 index 00000000000..b053ce7f755 --- /dev/null +++ b/content/curated_resources/nature-earns-ire-over-lack-of-code-avail.md @@ -0,0 +1,45 @@ +{ + "timestamp": "1/16/2025 4:24:21", + "title": "Nature earns ire over lack of code availability for Google DeepMind protein folding paper", + "link_to_resource": "https://retractionwatch.com/2024/05/14/nature-earns-ire-over-lack-of-code-availability-for-google-deepmind-protein-folding-paper/", + "creators": [ + "Ivan Oransky" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A group of researchers is taking Nature to task for publishing a paper earlier this month about Google DeepMind\u2019s protein folding prediction program without requiring the authors publish the code behind the work.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education", + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Code Availability", + "Google", + "DeepMind Protein Folding" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Free and open source software", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/navigating-open-scholarship-for-neurodiv.md b/content/curated_resources/navigating-open-scholarship-for-neurodiv.md new file mode 100644 index 00000000000..62fd0fc4595 --- /dev/null +++ b/content/curated_resources/navigating-open-scholarship-for-neurodiv.md @@ -0,0 +1,55 @@ +{ + "timestamp": "3/13/2025 17:56:08", + "title": "Navigating Open scholarship for neurodivergent researchers", + "link_to_resource": "https://forrt.org/educators-corner/010-neurodiversity/", + "creators": [ + "Mahmoud Elsherif", + "Amelie Gourdon", + "Bethan Iley", + "Aoife OMahony", + "Sara Middleton", + "John Shaw", + "Magdalena Grose", + "Flavio Azevedo", + "Siu Kit Yeung", + "Samantha Tyler", + "FORRT" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Who we are and why is this important?\n\nIn academia, there has been much discussion about how open scholarship can benefit marginalised voices (e.g. Robertson, 2020; Pownall et al., 2020). However, neurodivergent individuals (e.g. dyslexic, autistic, ADHD) have received little attention. According to the Higher Education Statistics Agency, only 2.2% in 2003/04, 3.9% in 2012/13 to 5.5% in 2019/2020 of staff at universities in the UK disclosed having a physical or neurological disability. However, the true figures are likely to be higher. Despite increased coverage and interest regarding disability issues in academia, concerns regarding negative perceptions of disability disclosure remain. More open discussions are taking place about the lived experiences of disabilities and chronic illnesses, as people with disability are becoming less stigmatised, leading to more disclosures being discussed. However, there is still a question being asked: \u2018where are the disabled academics?\u2019 (We are here but you don\u2019t see us!).", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Parent", + "Librarian" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Neurodiversity; Neurodivergent Researchers; Research Equity; Diversity in Academia; Psychology; Higher Education; Stigma Reduction; Inclusivity" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Neurodiversity, Inclusion, Diversity in Academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/navigating-the-science-system-research-i.md b/content/curated_resources/navigating-the-science-system-research-i.md new file mode 100644 index 00000000000..a55fd104773 --- /dev/null +++ b/content/curated_resources/navigating-the-science-system-research-i.md @@ -0,0 +1,44 @@ +{ + "timestamp": "1/13/2025 6:23:13", + "title": "Navigating the Science System: Research Integrity and Academic Survival Strategies", + "link_to_resource": "https://doi.org/10.1007/s11948-024-00467-3", + "creators": [ + "Andrea Reyes Elizondo & Wolfgang Kaltenbrunner" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Research Integrity (RI) is high on the agenda of both institutions and science policy. The European Union as well as national ministries of science have launched ambitious initiatives to combat misconduct and breaches of research integrity. Often, such initiatives entail attempts to regulate scientific behavior through guidelines that institutions and academic communities can use to more easily identify and deal with cases of misconduct. Rather than framing misconduct as a result of an information deficit, we instead conceptualize Questionable Research Practices (QRPs) as attempts by researchers to reconcile epistemic and social forms of uncertainty in knowledge production. Drawing on previous literature, we define epistemic uncertainty as the inherent intellectual unpredictability of scientific inquiry, while social uncertainty arises from the human-made conditions for scientific work. Our core argument\u2014developed on the basis of 30 focus group interviews with researchers across different fields and European countries\u2014is that breaches of research integrity can be understood as attempts to loosen overly tight coupling between the two forms of uncertainty. Our analytical approach is not meant to relativize or excuse misconduct, but rather to offer a more fine-grained perspective on what exactly it is that researchers want to accomplish by engaging in it. Based on the analysis, we conclude by proposing some concrete ways in which institutions and academic communities could try to reconcile epistemic and social uncertainties on a more collective level, thereby reducing incentives for researchers to engage in misconduct.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education", + "Physical Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Research Integrity", + "Questionable Research Practices", + "Epistemology", + "Labor", + "Research Culture" + ], + "forrt_clusters_new": "Research Integrity, Academic Structures and Institutions", + "forrt_sub_clusters": "Questionable Research Practices and Responsible Research Practices, Principles and Frameworks of Research Integrity, Structures and incentives in academia", + "doi": "10.1007/s11948-024-00467-3", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/navigating-the-science-system-research-i_2.md b/content/curated_resources/navigating-the-science-system-research-i_2.md new file mode 100644 index 00000000000..20e77165224 --- /dev/null +++ b/content/curated_resources/navigating-the-science-system-research-i_2.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/27/2025 4:01:54", + "title": "Navigating the Science System: Research Integrity and Academic Survival Strategies", + "link_to_resource": "https://doi.org/10.1007/s11948-024-00467-3", + "creators": [ + "Andrea Reyes Elizondo", + "Wolfgang Kaltenbrunner" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Research Integrity (RI) is high on the agenda of both institutions and science policy. The European Union as well as national ministries of science have launched ambitious initiatives to combat misconduct and breaches of research integrity. Often, such initiatives entail attempts to regulate scientific behavior through guidelines that institutions and academic communities can use to more easily identify and deal with cases of misconduct. Rather than framing misconduct as a result of an information deficit, we instead conceptualize Questionable Research Practices (QRPs) as attempts by researchers to reconcile epistemic and social forms of uncertainty in knowledge production. Drawing on previous literature, we define epistemic uncertainty as the inherent intellectual unpredictability of scientific inquiry, while social uncertainty arises from the human-made conditions for scientific work. Our core argument\u2014developed on the basis of 30 focus group interviews with researchers across different fields and European countries\u2014is that breaches of research integrity can be understood as attempts to loosen overly tight coupling between the two forms of uncertainty. Our analytical approach is not meant to relativize or excuse misconduct, but rather to offer a more fine-grained perspective on what exactly it is that researchers want to accomplish by engaging in it. Based on the analysis, we conclude by proposing some concrete ways in which institutions and academic communities could try to reconcile epistemic and social uncertainties on a more collective level, thereby reducing incentives for researchers to engage in misconduct.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education", + "Physical Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Research Integrity", + "Questionable Research Practices", + "Epistemology", + "Labor", + "Research culture" + ], + "forrt_clusters_new": "Research Integrity, Academic Structures and Institutions", + "forrt_sub_clusters": "Questionable Research Practices and Responsible Research Practices, Principles and Frameworks of Research Integrity, Structures and incentives in academia", + "doi": "10.1007/s11948-024-00467-3", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/negative-results-are-disappearing-from-m.md b/content/curated_resources/negative-results-are-disappearing-from-m.md new file mode 100644 index 00000000000..4e9a075584f --- /dev/null +++ b/content/curated_resources/negative-results-are-disappearing-from-m.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-23T03:17:01.140Z", + "title": "Negative results are disappearing from most disciplines and countries", + "link_to_resource": "https://doi.org/10.1007/s11192-011-0494-7", + "creators": [ + "Daniele Fanelli" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Concerns that the growing competition for funding and citations might distort science are frequently discussed, but have not been verified directly. Of the hypothesized problems, perhaps the most worrying is a worsening of positive-outcome bias. A system that disfavours negative results not only distorts the scientific literature directly, but might also discourage high-risk projects and pressure scientists to fabricate and falsify their data. This study analysed over 4,600 papers published in all disciplines between 1990 and 2007, measuring the frequency of papers that, having declared to have \u201ctested\u201d a hypothesis, reported a positive support for it. The overall frequency of positive supports has grown by over 22% between 1990 and 2007, with significant differences between disciplines and countries. The increase was stronger in the social and some biomedical disciplines. The United States had published, over the years, significantly fewer positive results than Asian countries (and particularly Japan) but more than European countries (and in particular the United Kingdom). Methodological artefacts cannot explain away these patterns, which support the hypotheses that research is becoming less pioneering and/or that the objectivity with which results are produced and published is decreasing.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.1007/s11192-011-0494-7", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/negativity-towards-negative-results-a-di.md b/content/curated_resources/negativity-towards-negative-results-a-di.md new file mode 100644 index 00000000000..aa24b5a7cde --- /dev/null +++ b/content/curated_resources/negativity-towards-negative-results-a-di.md @@ -0,0 +1,51 @@ +{ + "timestamp": "2020-06-03T19:48:03.156Z", + "title": "Negativity towards negative results: a discussion of the disconnect between scientific worth and scientific culture.", + "link_to_resource": "https://doi.org/10.1242/dmm.015123", + "creators": [ + "Matosin", + "N.", + "Frank", + "E.", + "Engel", + "M.", + "Lum", + "J. S.", + "& Newell", + "K. A." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Science is often romanticised as a flawless system of knowledge building, where scientists work together to systematically find answers. In reality, this is not always the case. Dissemination of results are straightforward when the findings are positive, but what happens when you obtain results that support the null hypothesis, or do not fit with the current scientific thinking? In this Editorial, we discuss the issues surrounding publication bias and the difficulty in communicating negative results. Negative findings are a valuable component of the scientific literature because they force us to critically evaluate and validate our current thinking, and fundamentally move us towards unabridged science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.1242/dmm.015123", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/neuroscientist-explains.md b/content/curated_resources/neuroscientist-explains.md new file mode 100644 index 00000000000..5d2163966e1 --- /dev/null +++ b/content/curated_resources/neuroscientist-explains.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-16T10:35:36.465Z", + "title": "Neuroscientist Explains", + "link_to_resource": "https://www.theguardian.com/science/audio/2018/mar/19/a-neuroscientist-explains-psychologys-replication-crisis-podcast", + "creators": [ + "Daniel Glaser" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Podcast" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Daniel Glaser apprehensively revisits an article of his that saw some fallout due to a study he cited. But that study was not the only one involved in what is now being called a crisis for psychology and further afield", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Replication Research" + ], + "tags": [ + "Podcast", + "Reproducibility Knowledge", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/new-trends-in-science-communication-fost.md b/content/curated_resources/new-trends-in-science-communication-fost.md new file mode 100644 index 00000000000..e778d0ca688 --- /dev/null +++ b/content/curated_resources/new-trends-in-science-communication-fost.md @@ -0,0 +1,63 @@ +{ + "timestamp": "11/6/2023 12:34:36", + "title": "New trends in science communication fostering evidence-informed policymaking", + "link_to_resource": "https://doi.org/10.12688/openreseurope.14769.2", + "creators": [ + "G\u00e1bor Sz\u00fcdi", + "Pamela Bartar", + "Gorazd Weiss", + "Giuseppe Pellegrini", + "Marina Tulin", + "Tessa Oomen" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "TRESCA \u2013 Trustworthy, Reliable and Engaging Scientific Communication Approaches \u2013 is a research project aimed at understanding how science communication can help re-build trust in science and scientists. The project wants to create positive changes through common research activities with various stakeholders, e.g., the general public, scientists, journalists, and policymakers.\n\nThus, TRESCA also aimed to identify the most important actual trends how communication between scientific experts and policymakers changed in the last decades in the field of innovation and digitalisation policy. We looked at how these trends might influence the way policymakers receive, interpret, and use scientific evidence during their daily work.\n\nThe partners first checked various scientific and non-scientific documents concerning potential new communication trends between scientists and policymakers. The partners conducted interviews with policymakers working in four European countries (Austria, Hungary, Italy, the Netherlands) and at the international/EU level. The interviews investigated the scientific data sources, data collection processes, science communication topics, channels, and formats frequently used by policymakers.\n\nWe found that at least three new trends had strengthened in the last decades: (1) increasingly often more permanent formal relationships are developed between scientists and policymakers to cope with the more frequent and intense communication; (2) to enhance trust between scientists and policymakers, more transparent and reliable communication channels and formats are used; (3) policymakers need to understand more scientific information in less time therefore visual and digital communication formats are getting more widespread.\n\nAfter an online consultation process, practical recommendations were provided to policymakers on how to support more effective communication with scientists. This included the creation of more training opportunities, the increased use of communication guides, the promotion of fact-checking websites, or ways to motivate scientists to communicate with policymakers. These steps might support a novel communication process built on trust and the understanding of each other\u2019s perspective.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Science Communication", + "Evidence-Informed Policy-Making", + "Trust", + "Dialogue Model", + "Open Science", + "Visualisation", + "Digitalisation" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Science communication and public outreach", + "doi": "10.12688/openreseurope.14769.2", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/news-at-a-glance-planning-for-mentoring.md b/content/curated_resources/news-at-a-glance-planning-for-mentoring.md new file mode 100644 index 00000000000..fafe8861792 --- /dev/null +++ b/content/curated_resources/news-at-a-glance-planning-for-mentoring.md @@ -0,0 +1,39 @@ +{ + "timestamp": "1/9/2025 9:57:51", + "title": "News at a glance: Planning for mentoring, tracking replications, and deracializing lung tests", + "link_to_resource": "https://www.science.org/content/article/news-glance-planning-mentoring-tracking-replications-and-deracializing-lung-tests", + "creators": [ + "Science News Staff" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "N.A.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Open Science", + "Science Integrity" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/niaid-centers-of-excellence-for-influenz.md b/content/curated_resources/niaid-centers-of-excellence-for-influenz.md new file mode 100644 index 00000000000..065985138d9 --- /dev/null +++ b/content/curated_resources/niaid-centers-of-excellence-for-influenz.md @@ -0,0 +1,48 @@ +{ + "timestamp": "10/9/2023 10:29:16", + "title": "NIAID Centers of Excellence for Influenza Research and Response (CEIRR) Data Standards", + "link_to_resource": "https://www.ceirr-network.org/resources/data-standards", + "creators": [ + "Centers of Excellence for Influenza Research and Response" + ], + "material_type": [ + "Primary Source" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The goal of the NIAID Centers of Excellence for Influenza Research and Response (CEIRR) awards is to provide the federal government, scientists, and public health personnel with information and public health tools and strategies needed to control and lessen the impact of epidemic influenza and the increasing threat of pandemic influenza. Additional information about NIAID\u2019s guiding principles of data sharing can be found here.\n\nNIAID recognizes that the data and information obtained through the CEIRR Program will be extremely valuable research resources and that the rapid sharing of these data will be essential in advancing research on influenza and developing therapeutics, vaccines, and diagnostics. One of the major roles of the iDPCC is to deposit data on behalf of CEIRR to public databases. These include: Bacterial and Viral Bioinformatics Resource Center (BV-BRC), NCBI GenBank, and NCBI SRA.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian", + "researcher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Influenza", + "Flu", + "Respiratory Illness", + "Data Standards" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Metadata standards, Reasons to share data and materials", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/nieuw-onderzoeksprogramma-voor-kansengel.md b/content/curated_resources/nieuw-onderzoeksprogramma-voor-kansengel.md new file mode 100644 index 00000000000..e0737dea0ab --- /dev/null +++ b/content/curated_resources/nieuw-onderzoeksprogramma-voor-kansengel.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/27/2025 4:35:25", + "title": "Nieuw onderzoeksprogramma voor kansengelijkheid en inclusie academische wereld", + "link_to_resource": "https://www.nwo.nl/nieuws/nieuw-onderzoeksprogramma-voor-kansengelijkheid-en-inclusie-academische-wereld", + "creators": [ + "Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO)" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "NWO steekt 1,3 miljoen euro in een nieuw onderzoeksprogramma dat bijdraagt aan een cultuurverandering op het gebied van kansengelijkheid en inclusie in de academische wereld. Met het onderzoeksprogramma \u2018Advancing Equity in Academia through Innovation\u2019 wil NWO bijdragen aan een meer inclusieve cultuur, waarin iedereen wordt gewaardeerd, ongeacht achtergrond. De eerste projecten binnen het onderzoeksprogramma gaan binnenkort van start.", + "language": [ + "Dutch" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Career and Technical Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Diversity", + "Inclusion", + "Education" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Equity, Inclusion", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/nigms-clearinghouse-for-training-modules.md b/content/curated_resources/nigms-clearinghouse-for-training-modules.md new file mode 100644 index 00000000000..debcec420af --- /dev/null +++ b/content/curated_resources/nigms-clearinghouse-for-training-modules.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "NIGMS Clearinghouse for Training Modules to Enhance Data Reproducibility", + "link_to_resource": "https://www.nigms.nih.gov/training/pages/clearinghouse-for-training-modules-to-enhance-data-reproducibility.aspx", + "creators": [ + "National Institutes of Health" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "In January 2014, NIH launched a series of initiatives to enhance rigor and reproducibility in research. As a part of this initiative, NIGMS, along with nine other NIH institutes and centers, issued a funding opportunity announcement (FOA) RFA-GM-15-006 to develop, pilot, and disseminate training modules to enhance data reproducibility. This FOA was reissued in 2018 (RFA-GM-18-002).For the benefit of the scientific community, we will post the products of grants funded by these FOAs on this website as they become available. In addition, we are sharing here other relevant training modules developed, including courses developed from administrative supplements to NIGMS predoctoral T32 grants.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility", + "Research Administration", + "Research Data Management", + "Researchers" + ], + "forrt_clusters_new": "Research Integrity", + "forrt_sub_clusters": "Education and Training in Research Integrity", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/nih-scientific-data-sharing.md b/content/curated_resources/nih-scientific-data-sharing.md new file mode 100644 index 00000000000..78f3477f409 --- /dev/null +++ b/content/curated_resources/nih-scientific-data-sharing.md @@ -0,0 +1,55 @@ +{ + "timestamp": "11/18/2023 11:35:53", + "title": "NIH Scientific Data Sharing", + "link_to_resource": "https://sharing.nih.gov/", + "creators": [ + "National Institutes of Health" + ], + "material_type": [ + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This webpage describes the NIH's data management and sharing policies, including policies for genomic data sharing, and sharing data about model organisms. It also has guides for research tools, clinical trials, research publications, and accessing data.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "data sharing", + "federal policy" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/no-evidence-of-publication-bias-in-clima.md b/content/curated_resources/no-evidence-of-publication-bias-in-clima.md new file mode 100644 index 00000000000..ac58da2de23 --- /dev/null +++ b/content/curated_resources/no-evidence-of-publication-bias-in-clima.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "No evidence of publication bias in climate change science", + "link_to_resource": "https://link.springer.com/article/10.1007/s10584-016-1880-1", + "creators": [ + "Christian Harlos", + "Johan Hollander", + "Tim C. Edgell" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Non-significant results are less likely to be reported by authors and, when submitted for peer review, are less likely to be published by journal editors. This phenomenon, known collectively as publication bias, is seen in a variety of scientific disciplines and can erode public trust in the scientific method and the validity of scientific theories. Public trust in science is especially important for fields like climate change science, where scientific consensus can influence state policies on a global scale, including strategies for industrial and agricultural management and development. Here, we used meta-analysis to test for biases in the statistical results of climate change articles, including 1154 experimental results from a sample of 120 articles. Funnel plots revealed no evidence of publication bias given no pattern of non-significant results being under-reported, even at low sample sizes. However, we discovered three other types of systematic bias relating to writing style, the relative prestige of journals, and the apparent rise in popularity of this field: First, the magnitude of statistical effects was significantly larger in the abstract than the main body of articles. Second, the difference in effect sizes in abstracts versus main body of articles was especially pronounced in journals with high impact factors. Finally, the number of published articles about climate change and the magnitude of effect sizes therein both increased within 2\u00a0years of the seminal report by the Intergovernmental Panel on Climate Change 2007.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Physical Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Publication Bias", + "Reporting", + "Statistics" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1007/s10584-016-1880-1", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/novel-methods-to-deal-with-publication-b.md b/content/curated_resources/novel-methods-to-deal-with-publication-b.md new file mode 100644 index 00000000000..fe105aebfbc --- /dev/null +++ b/content/curated_resources/novel-methods-to-deal-with-publication-b.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2020-06-10T19:21:45.893Z", + "title": "Novel methods to deal with publication biases: secondary analysis of antidepressant trials in the FDA trial registry database and related journal publications.", + "link_to_resource": "https://doi.org/10.1136/bmj.b2981", + "creators": [ + "Santiago G Moreno", + "Alex J Sutton", + "Erick H Turner", + "Keith R Abrams", + "Nicola J Cooper", + "Tom M Palmer", + "A E Ades" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Objective: To assess the performance of novel contour enhanced funnel plots and a regression based adjustment method to detect and adjust for publication biases. Design: Secondary analysis of a published systematic literature review. Data sources: Placebo controlled trials of antidepressants previously submitted to the US Food and Drug Administration (FDA) and matching journal publications. Methods: Publication biases were identified using novel contour enhanced funnel plots, a regression based adjustment method, Egger's test, and the trim and fill method. Results were compared with a meta-analysis of the gold standard data submitted to the FDA. Results: Severe asymmetry was observed in the contour enhanced funnel plot that appeared to be heavily influenced by the statistical significance of results, suggesting publication biases as the cause of the asymmetry. Applying the regression based adjustment method to the journal data produced a similar pooled effect to that observed by a meta-analysis of the FDA data. Contrasting journal and FDA results suggested that, in addition to other deviations from study protocol, switching from an intention to treat analysis to a per protocol one would contribute to the observed discrepancies between the journal and FDA results. Conclusion: Novel contour enhanced funnel plots and a regression based adjustment method worked convincingly and might have an important part to play in combating publication biases.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-analyses", + "doi": "10.1136/bmj.b2981", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/nowiknowmyabcd-a-global-resource-hub-for.md b/content/curated_resources/nowiknowmyabcd-a-global-resource-hub-for.md new file mode 100644 index 00000000000..604f2186f8a --- /dev/null +++ b/content/curated_resources/nowiknowmyabcd-a-global-resource-hub-for.md @@ -0,0 +1,44 @@ +{ + "timestamp": "12/12/2024 9:50:20", + "title": "NowIKnowMyABCD: A global resource hub for researchers using data from the ABCD Study", + "link_to_resource": "https://doi.org/10.1016/j.dcn.2024.101388", + "creators": [ + "Sana A. Ali", + "Clare F. McCann", + "Monica K. Thieu", + "Lucy B. Whitmore", + "Angela R. Laird" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The Adolescent Brain and Cognitive Development (ABCD) Study, involving over 11,000 youth and their families, is a groundbreaking project examining various factors impacting brain and cognitive development. Despite yielding hundreds of publications and counting, the ABCD Study has lacked a centralized help platform to assist researchers in navigating and analyzing the extensive ABCD dataset. To support the ABCD research community, we created NowIKnowMyABCD, the first centralized documentation and communication resource publicly available to researchers using ABCD Study data. It consists of two core elements: a user-focused website and a moderated discussion board. The website serves as a repository for ABCD-related resources, tutorials, and a live feed of relevant updates and queries sourced from social media websites. The discussion board offers a platform for researchers to seek guidance, troubleshoot issues, and engage with peers. Our aim is for NowIKnowMyABCD to grow with participation from the ABCD research community, fostering transparency, collaboration, and adherence to open science principles.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Developmental Cognitive Neuroscience", + "ABCD" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management, Metadata standards", + "doi": "10.1016/j.dcn.2024.101388", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/null-hypothesis-significance-testing-a-r.md b/content/curated_resources/null-hypothesis-significance-testing-a-r.md new file mode 100644 index 00000000000..9a8aef2cf29 --- /dev/null +++ b/content/curated_resources/null-hypothesis-significance-testing-a-r.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-31T18:23:45.787Z", + "title": "Null hypothesis significance testing: a review of an old and continuing controversy", + "link_to_resource": "https://doi.org/10.1037/1082-989x.5.2.241", + "creators": [ + "Nickerson", + "R. S. (2000)." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Null hypothesis significance testing (NHST) is arguably the most widely used approach to hypothesis evaluation among behavioral and social scientists. It is also very controversial. A major concern expressed by critics is that such testing is misunderstood by many of those who use it. Several other objections to its use have also been raised. In this article the author reviews and comments on the claimed misunderstandings as well as on other criticisms of the approach, and he notes arguments that have been advanced in support of NHST. Alternatives and supplements to NHST are considered, as are several related recommendations regarding the interpretation of experimental data. The concluding opinion is that NHST is easily misunderstood and misused but that when applied with good judgment it can be an effective aid to the interpretation of experimental data", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1037/1082-989x.5.2.241", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/null-hypothesis-significance-testing-on.md b/content/curated_resources/null-hypothesis-significance-testing-on.md new file mode 100644 index 00000000000..76aeae912e8 --- /dev/null +++ b/content/curated_resources/null-hypothesis-significance-testing-on.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-24T12:32:09.741Z", + "title": "Null Hypothesis Significance Testing. On the Survival of a Flawed Method", + "link_to_resource": "https://doi.org/10.1037/0003-066x.56.1.16", + "creators": [ + "J Krueger" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Null hypothesis significance testing (NHST) is the researcher's workhorse for making inductive inferences. This method has often been challenged, has occasionally been defended, and has persistently been used through most of the history of scientific psychology. This article reviews both the criticisms of NHST and the arguments brought to its defense. The review shows that the criticisms address the logical validity of inferences arising from NHST, whereas the defenses stress the pragmatic value of these inferences. The author suggests that both critics and apologists implicitly rely on Bayesian assumptions. When these assumptions are made explicit, the primary challenge for NHST--and any system of induction--can be confronted. The challenge is to find a solution to the question of replicability.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1037/0003-066x.56.1.16", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/number-of-countries-with-open-science-po.md b/content/curated_resources/number-of-countries-with-open-science-po.md new file mode 100644 index 00000000000..e1a38a3885e --- /dev/null +++ b/content/curated_resources/number-of-countries-with-open-science-po.md @@ -0,0 +1,45 @@ +{ + "timestamp": "6/25/2024 4:32:00", + "title": "Number of countries with open science policies has almost doubled since adoption of UNESCO Recommendation", + "link_to_resource": "https://www.unesco.org/en/articles/number-countries-open-science-policies-has-almost-doubled-adoption-unesco-recommendation", + "creators": [ + "UNESCO" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Eleven countries have introduced open science policies, strategies and legislative frameworks since the adoption of the UNESCO Recommendation on Open Science two years ago, according to the UNESCO Open Science Outlook 1: Status and Trends Around the World. This means that the the total number of countries with open science policies has almost doubled. Other countries have adopted policies that pertain to one aspect of open science, such as for publications and/ or research data. The Outlook was launched on 14 December in Geneva at the European Organization for Nuclear Research (CERN) as a prelude to the closing ceremony of the International Year of Basic Sciences for Sustainable Development.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "UNESCO", + "Open Science Policies" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/obviously-chatgpt-how-reviewers-accused.md b/content/curated_resources/obviously-chatgpt-how-reviewers-accused.md new file mode 100644 index 00000000000..0d83c35166c --- /dev/null +++ b/content/curated_resources/obviously-chatgpt-how-reviewers-accused.md @@ -0,0 +1,44 @@ +{ + "timestamp": "12/18/2024 8:16:43", + "title": "\u2018Obviously ChatGPT\u2019 \u2014 how reviewers accused me of scientific fraud", + "link_to_resource": "https://doi.org/10.1038/d41586-024-00349-5", + "creators": [ + "E M Wolkovich" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A journal reviewer accused Lizzie Wolkovich of using ChatGPT to write a manuscript. She hadn\u2019t \u2014 but her paper was rejected anyway.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Writing Fraud", + "ChatGPT", + "Artificial Intelligence" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Scientific Misconduct: Fabrication and Falsification", + "doi": "10.1038/d41586-024-00349-5", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/on-being-a-scientist-a-guide-to-responsi.md b/content/curated_resources/on-being-a-scientist-a-guide-to-responsi.md new file mode 100644 index 00000000000..ef3c9d7adac --- /dev/null +++ b/content/curated_resources/on-being-a-scientist-a-guide-to-responsi.md @@ -0,0 +1,49 @@ +{ + "timestamp": "2/27/2025 4:08:19", + "title": "On Being a Scientist - A Guide to Responsible Conduct in Research: Third Edition", + "link_to_resource": "https://doi.org/10.17226/12192", + "creators": [ + "National Academy of Sciences; National Academy of Engineering; Institute of Medicine; Committee on Science", + "Engineering", + "and Public Policy" + ], + "material_type": [ + "Reading", + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The scientific research enterprise is built on a foundation of trust. Scientists trust that the results reported by others are valid. Society trusts that the results of research reflect an honest attempt by scientists to describe the world accurately and without bias. But this trust will endure only if the scientific community devotes itself to exemplifying and transmitting the values associated with ethical scientific conduct.\n\nOn Being a Scientist was designed to supplement the informal lessons in ethics provided by research supervisors and mentors. The book describes the ethical foundations of scientific practices and some of the personal and professional issues that researchers encounter in their work. It applies to all forms of research\u2014whether in academic, industrial, or governmental settings-and to all scientific disciplines.\n\nThis third edition of On Being a Scientist reflects developments since the publication of the original edition in 1989 and a second edition in 1995. A continuing feature of this edition is the inclusion of a number of hypothetical scenarios offering guidance in thinking about and discussing these scenarios.\n\nOn Being a Scientist is aimed primarily at graduate students and beginning researchers, but its lessons apply to all scientists at all stages of their scientific careers.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Beginning Researcher" + ], + "subject_areas": [ + "Career and Technical Education", + "Education", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Responsible Research", + "Ethics" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ethical considerations for improved practices", + "doi": "10.17226/12192", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/on-not-confusing-the-tree-of-trustworthy.md b/content/curated_resources/on-not-confusing-the-tree-of-trustworthy.md new file mode 100644 index 00000000000..4cd86f51778 --- /dev/null +++ b/content/curated_resources/on-not-confusing-the-tree-of-trustworthy.md @@ -0,0 +1,58 @@ +{ + "timestamp": "10/6/2023 13:00:02", + "title": "On Not Confusing the Tree of Trustworthy Statistics with the Greater Forest of Good Science: A Comment on Simmons et al.\u2019s Perspective on Pre-registration", + "link_to_resource": "https://doi.org/10.1002/jcpy.1213", + "creators": [ + "Michel Tuan Pham", + "Travis Tae Oh" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In this commentary on Simmons, Nelson, and Simonsohn (this issue), we examine their rationale for pre-registration within the broader perspective of what good science is. We agree that there is potential benefit in a system of pre-registration if implemented selectively. However, we believe that other tools of open science such as the full sharing of study materials and open access to underlying data, provide most of the same benefits\u2014and more (i.e., the prevention of outright fraud)\u2014without risking the potential adverse consequences of a system of pre-registration. This is why we favor these other means of controlling type I error and fostering transparency. Direct replication, as opposed to conceptual replication, should be encouraged as well.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration" + ], + "tags": [ + "Preregistration", + "Open Science", + "Reproducibility Crisis", + "Consumer Research", + "Philosophy of Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1002/jcpy.1213", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/on-the-challenges-of-drawing-conclusions.md b/content/curated_resources/on-the-challenges-of-drawing-conclusions.md new file mode 100644 index 00000000000..b0e2715d556 --- /dev/null +++ b/content/curated_resources/on-the-challenges-of-drawing-conclusions.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-31T18:36:46.879Z", + "title": "On the challenges of drawing conclusions from p-values just below 0.05", + "link_to_resource": "https://doi.org/10.7717/peerj.1142", + "creators": [ + "Daniel Lakens" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In recent years, researchers have attempted to provide an indication of the prevalence of inflated Type 1 error rates by analyzing the distribution of p-values in the published literature. De Winter & Dodou (2015) analyzed the distribution (and its change over time) of a large number of p-values automatically extracted from abstracts in the scientific literature. They concluded there is a \u2018surge of p-values between 0.041\u20130.049 in recent decades\u2019 which \u2018suggests (but does not prove) questionable research practices have increased over the past 25 years.\u2019 I show the changes in the ratio of fractions of p-values between 0.041\u20130.049 over the years are better explained by assuming the average power has decreased over time. Furthermore, I propose that their observation that p-values just below 0.05 increase more strongly than p-values above 0.05 can be explained by an increase in publication bias (or the file drawer effect) over the years (cf. Fanelli, 2012; Pautasso, 2010, which has led to a relative decrease of \u2018marginally significant\u2019 p-values in abstracts in the literature (instead of an increase in p-values just below 0.05). I explain why researchers analyzing large numbers of p-values need to relate their assumptions to a model of p-value distributions that takes into account the average power of the performed studies, the ratio of true positives to false positives in the literature, the effects of publication bias, and the Type 1 error rate (and possible mechanisms through which it has inflated). Finally, I discuss why publication bias and underpowered studies might be a bigger problem for science than inflated Type 1 error rates, and explain the challenges when attempting to draw conclusions about inflated Type 1 error rates from a large heterogeneous set of p-values.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.7717/peerj.1142", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/on-the-origins-of-the-05-level-of-statis.md b/content/curated_resources/on-the-origins-of-the-05-level-of-statis.md new file mode 100644 index 00000000000..4f1d0fd08e1 --- /dev/null +++ b/content/curated_resources/on-the-origins-of-the-05-level-of-statis.md @@ -0,0 +1,38 @@ +{ + "timestamp": "2020-05-24T12:45:47.042Z", + "title": "On the origins of the .05 level of statistical significance", + "link_to_resource": "https://doi.org/10.1037/0003-066X.37.5.553", + "creators": [ + "MICHAEL COWLES and CAROLINE DAVIS" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Examination of the literature in statistics and probability that predates Fisher's Statistical Methods for Research Workers indicates that although Fisher is responsible for the first formal statement of the .05 criterion for statistical significance, the concept goes back much further. The move toward conventional levels for the rejection of the hypothesis of chance dates from the turn of the century. Early statements about statistical significance were given in terms of the probable error. These earlier conventions were adopted and restated by Fisher.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Philosophy of science", + "doi": "10.1037/0003-066X.37.5.553", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/on-the-plurality-of-methodological-world.md b/content/curated_resources/on-the-plurality-of-methodological-world.md new file mode 100644 index 00000000000..3596679aa75 --- /dev/null +++ b/content/curated_resources/on-the-plurality-of-methodological-world.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-06-03T20:25:13.564Z", + "title": "On the plurality of (methodological) worlds: estimating the analytic flexibility of fMRI experiments", + "link_to_resource": "https://doi.org/10.3389/fnins.2012.00149", + "creators": [ + "Carp", + "J." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "How likely are published findings in the functional neuroimaging literature to be false? According to a recent mathematical model, the potential for false positives increases with the flexibility of analysis methods. Functional MRI (fMRI) experiments can be analyzed using a large number of commonly used tools, with little consensus on how, when, or whether to apply each one. This situation may lead to substantial variability in analysis outcomes. Thus, the present study sought to estimate the flexibility of neuroimaging analysis by submitting a single event-related fMRI experiment to a large number of unique analysis procedures. Ten analysis steps for which multiple strategies appear in the literature were identified, and two to four strategies were enumerated for each step. Considering all possible combinations of these strategies yielded 6,912 unique analysis pipelines. Activation maps from each pipeline were corrected for multiple comparisons using five thresholding approaches, yielding 34,560 significance maps. While some outcomes were relatively consistent across pipelines, others showed substantial methods-related variability in activation strength, location, and extent. Some analysis decisions contributed to this variability more than others, and different decisions were associated with distinct patterns of variability across the brain. Qualitative outcomes also varied with analysis parameters: many contrasts yielded significant activation under some pipelines but not others. Altogether, these results reveal considerable flexibility in the analysis of fMRI experiments. This observation, when combined with mathematical simulations linking analytic flexibility with elevated false positive rates, suggests that false positive results may be more prevalent than expected in the literature. This risk of inflated false positive rates may be mitigated by constraining the flexibility of analytic choices or by abstaining from selective analysis reporting.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Meta-research, Research design, sampling methods, & its implications for inferences.", + "doi": "10.3389/fnins.2012.00149", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/on-the-reproducibility-of-meta-analyses.md b/content/curated_resources/on-the-reproducibility-of-meta-analyses.md new file mode 100644 index 00000000000..29f9110b6c6 --- /dev/null +++ b/content/curated_resources/on-the-reproducibility-of-meta-analyses.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-31T18:17:52.489Z", + "title": "On the reproducibility of meta-analyses: six practical recommendations", + "link_to_resource": "https://doi.org/10.1186/s40359-016-0126-3", + "creators": [ + "Daniel Lakens et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Background: Meta-analyses play an important role in cumulative science by combining information across multiple studies and attempting to provide effect size estimates corrected for publication bias. Research on the reproducibility of meta-analyses reveals that errors are common, and the percentage of effect size calculations that cannot be reproduced is much higher than is desirable. Furthermore, the flexibility in inclusion criteria when performing a meta-analysis, combined with the many conflicting conclusions drawn by meta-analyses of the same set of studies performed by different researchers, has led some people to doubt whether meta-analyses can provide objective conclusions. Discussion: The present article highlights the need to improve the reproducibility of meta-analyses to facilitate the identification of errors, allow researchers to examine the impact of subjective choices such as inclusion criteria, and update the meta-analysis after several years. Reproducibility can be improved by applying standardized reporting guidelines and sharing all meta-analytic data underlying the meta-analysis, including quotes from articles to specify how effect sizes were calculated. Pre-registration of the research protocol (which can be peer-reviewed using novel \u2018registered report\u2019 formats) can be used to distinguish a-priori analysis plans from data-driven choices, and reduce the amount of criticism after the results are known. Summary: The recommendations put forward in this article aim to improve the reproducibility of meta-analyses. In addition, they have the benefit of \u201cfuture-proofing\u201d meta-analyses by allowing the shared data to be re-analyzed as new theoretical viewpoints emerge or as novel statistical techniques are developed. Adoption of these practices will lead to increased credibility of meta-analytic conclusions, and facilitate cumulative scientific knowledge.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-analyses", + "doi": "10.1186/s40359-016-0126-3", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/on-the-reproducibility-of-psychological.md b/content/curated_resources/on-the-reproducibility-of-psychological.md new file mode 100644 index 00000000000..359765433a1 --- /dev/null +++ b/content/curated_resources/on-the-reproducibility-of-psychological.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-27T17:17:33.853Z", + "title": "On the reproducibility of psychological science", + "link_to_resource": "https://doi.org/10.1080/01621459.2016.1240079", + "creators": [ + "Valen E. Johnson", + "Richard D. Payne", + "Tianying Wang", + "Alex Asher &Soutrik Mandal" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Investigators from a large consortium of scientists recently performed a multi-year study in which they replicated 100 psychology experiments. Although statistically significant results were reported in 97% of the original studies, statistical significance was achieved in only 36% of the replicated studies. This article presents a reanalysis of these data based on a formal statistical model that accounts for publication bias by treating outcomes from unpublished studies as missing data, while simultaneously estimating the distribution of effect sizes for those studies that tested non-null effects. The resulting model suggests that more than 90% of tests performed in eligible psychology experiments tested negligible effects, and that publication biases based on p-values caused the observed rates of nonreproducibility. The results of this reanalysis provide a compelling argument for both increasing the threshold required for declaring scientific discoveries and for adopting statistical summaries of evidence that account for the high proportion of tested hypotheses that are false. Supplementary materials for this article are available online.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications", + "doi": "10.1080/01621459.2016.1240079", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/on-the-reproducibility-of-science-unique.md b/content/curated_resources/on-the-reproducibility-of-science-unique.md new file mode 100644 index 00000000000..0523cd7a7db --- /dev/null +++ b/content/curated_resources/on-the-reproducibility-of-science-unique.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "On the reproducibility of science: unique identification of research resources in the biomedical literature", + "link_to_resource": "https://peerj.com/articles/148/", + "creators": [ + "Gregory M. LaRocca", + "Holly Paddock", + "Laura Ponting", + "Matthew H. Brush", + "Melissa A. Haendel", + "Nicole A. Vasilevsky", + "Shreejoy J. Tripathy" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Scientific reproducibility has been at the forefront of many news stories and there exist numerous initiatives to help address this problem. We posit that a contributor is simply a lack of specificity that is required to enable adequate research reproducibility. In particular, the inability to uniquely identify research resources, such as antibodies and model organisms, makes it difficult or impossible to reproduce experiments even where the science is otherwise sound. In order to better understand the magnitude of this problem, we designed an experiment to ascertain the \u201cidentifiability\u201d of research resources in the biomedical literature. We evaluated recent journal articles in the fields of Neuroscience, Developmental Biology, Immunology, Cell and Molecular Biology and General Biology, selected randomly based on a diversity of impact factors for the journals, publishers, and experimental method reporting guidelines. We attempted to uniquely identify model organisms (mouse, rat, zebrafish, worm, fly and yeast), antibodies, knockdown reagents (morpholinos or RNAi), constructs, and cell lines. Specific criteria were developed to determine if a resource was uniquely identifiable, and included examining relevant repositories (such as model organism databases, and the Antibody Registry), as well as vendor sites. The results of this experiment show that 54% of resources are not uniquely identifiable in publications, regardless of domain, journal impact factor, or reporting requirements. For example, in many cases the organism strain in which the experiment was performed or antibody that was used could not be identified. Our results show that identifiability is a serious problem for reproducibility. Based on these results, we provide recommendations to authors, reviewers, journal editors, vendors, and publishers. Scientific efficiency and reproducibility depend upon a research-wide improvement of this substantial problem in science today.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Reproducibility" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/on-the-surprising-longevity-of-flogged-h.md b/content/curated_resources/on-the-surprising-longevity-of-flogged-h.md new file mode 100644 index 00000000000..05a8697ceb2 --- /dev/null +++ b/content/curated_resources/on-the-surprising-longevity-of-flogged-h.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-06-06T19:03:16.404Z", + "title": "On the Surprising Longevity of Flogged Horses: Why There Is a Case for the Significance Test", + "link_to_resource": "https://doi.org/10.1111/j.1467-9280.1997.tb00536.x", + "creators": [ + "Robert P. Abelson" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Criticisms of null-hypothesis significance tests (NHSTs) are reviewed. Used as formal, two-valued decision procedures, they often generate misleading conclusions. However, critics who argue that NHSTs are totally meaningless because the null hypothesis is virtually always false are overstating their case. Critics also neglect the whole class of valuable significance tests that assess goodness of fit of models to data. Even as applied to simple mean differences, NHSTs can be rhetorically useful in defending research against criticisms that random factors adequately explain the results, or that the direction of mean difference was not demonstrated convincingly. Principled argument and counterargument produce the lore, or communal understanding, in a field, which in turn helps guide new research. Alternative procedures--confidence intervals, effect sizes, and meta-analysis--are discussed. Although these alternatives are not totally free from criticism either, they deserve more frequent use, without an unwise ban on NHSTs.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1111/j.1467-9280.1997.tb00536.x", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/on-the-use-and-misuses-of-preregistratio.md b/content/curated_resources/on-the-use-and-misuses-of-preregistratio.md new file mode 100644 index 00000000000..044b298db33 --- /dev/null +++ b/content/curated_resources/on-the-use-and-misuses-of-preregistratio.md @@ -0,0 +1,48 @@ +{ + "timestamp": "12/19/2024 4:33:23", + "title": "On the Use and Misuses of Preregistration: A Reply to Klonsky (2024)", + "link_to_resource": "https://doi.org/10.31234/osf.io/g7dn2", + "creators": [ + "Colin Vize", + "Donald Lynam", + "Josh Miller", + "and Nathaniel Phillips" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In his commentary, Klonsky (2024) outlines several arguments for why preregistration mandates (PRMs) will have a negative impact on the field. Klonsky\u2019s overarching concern is that when preregistration ceases to be a tool for research and becomes an indicator of quality itself (a primary example being preregistration badges), it loses its intended benefits. Separate from his concerns surrounding policies like preregistration badges, Klonsky also critiques the practice of preregistration itself, arguing that it can impede our use of other valuable research tools (e.g., multiverse analyses, exploratory analyses). We provide a response to Klonsky\u2019s concerns about preregistration and related policies. First, we provide conceptual clarification on the purpose of preregistration, which was missing in Klonsky\u2019s commentary. Second, with a clearer conceptual framework, we highlight where some of Klonsky\u2019s concerns are warranted, but also highlight where Klonsky\u2019s concerns, critiques, and proposed alternatives to the use of preregistration fall short. Third, with this conceptual understanding of preregistration, we briefly outline some challenges related to the effective implementation of preregistration in psychological science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Preregistration" + ], + "tags": [ + "Preregistration", + "Falsification", + "Severity", + "Open Science", + "Methodological Reform." + ], + "forrt_clusters_new": "Pre-analysis Planning, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Understanding the types of preregistration and writing one.", + "doi": "10.31234/osf.io/g7dn2", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/one-cheer-for-null-hypothesis-significan.md b/content/curated_resources/one-cheer-for-null-hypothesis-significan.md new file mode 100644 index 00000000000..56d02fe6d73 --- /dev/null +++ b/content/curated_resources/one-cheer-for-null-hypothesis-significan.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-01T19:02:03.113Z", + "title": "One cheer for null hypothesis significance testing", + "link_to_resource": "https://doi.org/10.1037/1082-989X.4.2.212", + "creators": [ + "H. Wainer" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Null hypothesis testing as a tool in research is defended. Six examples are offered of situations in which, if all the researcher could do was \"reject H\u2080 at \u03b1\u2002=\u2002.05\" the scientific contribution would still be substantial. The examples are drawn from physics, cosmology, psychology, geophysics, career counseling and theology. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1037/1082-989X.4.2.212", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/online-experimentation-and-sampling-in-c.md b/content/curated_resources/online-experimentation-and-sampling-in-c.md new file mode 100644 index 00000000000..74970bc92e2 --- /dev/null +++ b/content/curated_resources/online-experimentation-and-sampling-in-c.md @@ -0,0 +1,46 @@ +{ + "timestamp": "10/27/2023 13:16:22", + "title": "Online experimentation and sampling in cognitive aging research", + "link_to_resource": "https://doi.org/10.1037/pag0000655", + "creators": [ + "Nathaniel R. Greene", + "Moshe Naveh-Benjamin" + ], + "material_type": [ + "Reading", + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Online data collection methods have become increasingly popular in many domains of psychology, but their use in cognitive aging studies remains relatively limited. Is it time for cognitive aging researchers to embrace these methods? Here, we weigh potential advantages and disadvantages of conducting online studies with young and older adults, relative to lab-based studies, with a particular focus on the study of human memory and aging. With online studies, it may be possible to assess whether age-related effects on cognition obtained in the laboratory generalize to other situations with different environmental or subject characteristics. However, there are many open questions about the representativeness of older adults on online data collection platforms, and issues surrounding data quality, selection effects, and other biasing characteristics, which must be carefully handled in cognitive aging studies which recruit young and older adult participants online. We consider the benefit of conducting experimentation both in the lab and online in providing converging evidence on a research question, and we offer an example of an experiment on adult age differences in associative recognition that was conducted in the laboratory and online. We also provide practical recommendations for ways to maximize the potential for online studies to contribute to our understanding of cognitive aging. v", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses" + ], + "tags": [ + "Online Experiments", + "Sampling", + "Cognitive Aging" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Analysis and reporting in qualitative research", + "doi": "10.1037/pag0000655", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/online-experiments-for-language-scientis.md b/content/curated_resources/online-experiments-for-language-scientis.md new file mode 100644 index 00000000000..71d89ffa41d --- /dev/null +++ b/content/curated_resources/online-experiments-for-language-scientis.md @@ -0,0 +1,39 @@ +{ + "timestamp": "12/3/2020 12:59:00", + "title": "Online Experiments for Language Scientists", + "link_to_resource": "https://kennysmithed.github.io/oels2020/", + "creators": [ + "Kenny Smith" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Many areas in the language sciences rely on collecting data from human participants, from grammaticality judgments to behavioural responses (key presses, mouse clicks, spoken responses). While data collection traditionally takes place face-to-face, recent years have seen an explosion in the use of online data collection: participants take part remotely, providing responses through a survey tool or custom experimental software running in their web browser, with surveys or experiments often being advertised on crowdsourcing websites like Amazon Mechanical Turk (MTurk) or Prolific. Online methods potentially allow rapid and low-effort collection of large samples, and are particularly useful in situations where face-to-face data collection is not possible (e.g. during a pandemic); however, building and running these experiments poses challenges that differ from lab-based methods.\n\nThis course will provide a rapid tour of online experimental methods in the language sciences, covering a range of paradigms, from survey-like responses (e.g. as required for grammaticality judgments) through more standard psycholinguistic methods (button presses, mouse clicks) up to more ambitious and challenging techniques (e.g. voice recording, real-time interaction through text and/or streaming audio, iterated learning). Each week we will read a paper detailing a study using online methods, and look at code (written in javascript using jspsych) to implement a similar experiment - the examples will skew towards the topics I am interested in (language learning, communication, language evolution), but we\u2019ll cover more standard paradigms too (grammaticality judgments, self-paced reading) and the techniques are fairly general anyway. We\u2019ll also look at the main platforms for reaching paid participants, e.g. MTurk and Prolific, and discuss some of the challenges around data quality and the ethics of running on those platforms.\n\nNo prior experience in coding is assumed, but you have to be prepared to dive in and try things out; the assessment will involve elements of both literature review and coding.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Researchers" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Programming" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-access-directory.md b/content/curated_resources/open-access-directory.md new file mode 100644 index 00000000000..0af2c100929 --- /dev/null +++ b/content/curated_resources/open-access-directory.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Access Directory", + "link_to_resource": "https://oad.simmons.edu/oadwiki/Main_Page", + "creators": [ + "OAD Simmons" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The Open Access Directory is an online compendium of factual lists about open access to science and scholarship, maintained by the community at large. It exists as a wiki hosted by the School of Library and Information Science at Simmons University in Boston, USA. The goal is for the open access community itself to enlarge and correct the lists with little intervention from the editors or editorial board. For quality control, editing privileges are granted to registered users. As far as possible, lists are limited to brief factual statements without narrative or opinion.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Governmental Policies", + "Institutional Policies", + "Open Access", + "Open Access Policies", + "Organizational Change", + "Preprints", + "Publishing Models", + "Research Administration", + "Researchers" + ], + "forrt_clusters_new": "Publication Sharing", + "forrt_sub_clusters": "Why open access?, Alternatives to legacy journals", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-access-journal-publication-in-healt.md b/content/curated_resources/open-access-journal-publication-in-healt.md new file mode 100644 index 00000000000..9a5fc8330aa --- /dev/null +++ b/content/curated_resources/open-access-journal-publication-in-healt.md @@ -0,0 +1,49 @@ +{ + "timestamp": "10/2/2023 10:05:11", + "title": "Open access journal publication in health and medical research and open science: Benefits, challenges and limitations", + "link_to_resource": "http://dx.doi.org/10.1136/bmjebm-2022-112126", + "creators": [ + "Patricia Logullo", + "Jennifer A de Beyer", + "Shona Kirtley", + "Michael Maia Schl\u00fcssel", + "Gary S Collins" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Scientific progress, including in evidence-based medicine, requires all available evidence to be accessed, scrutinised, interpreted and used. Missing or incomplete evidence creates biases and errors in later research. Open science practices are movements and procedures that aim to increase transparency in science production. They aim to make scientific knowledge available, accessible and reusable, benefitting scientific collaboration and all society. Open access is a core component of open science that aims to help solve the problem of accessibility.\n\nTraditional publication behind a paywall can hide evidence from the public, clinicians, policymakers and other researchers. Whether online or print, traditional scientific journals maintain their content behind a paywall, with only abstracts freely available to read. Readers access articles by purchasing the individual article, the entire journal issue or through a subscription. These journal subscriptions are purchased by institutions like universities and libraries. However, readers whose institutions cannot afford these subscriptions or who are not affiliated to an institution are often unable to pay to access every article they need. Members of the public and readers in low-resourced countries are disproportionately affected.\n\nOpen access is defined as making a document freely available for anyone to read and, depending on the license model, share and use. Scholarly publishers now offer open access routes for publishing journal articles such as protocols, commentaries, reviews and result articles. The academic community expects these publishers to adhere to the same quality standards as in traditional closed access publication, such as peer review, indexing and permanent archiving. Biomedical research has progressively adopted open access, with yearly increases in the percentage of articles available as open access publications and the number of countries and policies mandating open access. Online supplemental text 1 summarizes national and international open access mandates.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Access", + "Health Research", + "Medical Research" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "10.1136/bmjebm-2022-112126", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-access-target-validation-is-a-more.md b/content/curated_resources/open-access-target-validation-is-a-more.md new file mode 100644 index 00000000000..e6bc9d84797 --- /dev/null +++ b/content/curated_resources/open-access-target-validation-is-a-more.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Access Target Validation Is a More Efficient Way to Accelerate Drug Discovery", + "link_to_resource": "https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.1002164", + "creators": [ + "Wen Hwa Lee" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "There is a scarcity of novel treatments to address many unmet medical needs. Industry and academia are finally coming to terms with the fact that the prevalent models and incentives for innovation in early stage drug discovery are failing to promote progress quickly enough. Here we will examine how an open model of precompetitive public\u2013private research partnership is enabling efficient derisking and acceleration in the early stages of drug discovery, whilst also widening the range of communities participating in the process, such as patient and disease foundations.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Acute Myeloid Leukemia", + "Drug Discovery", + "Drug Research and Development", + "Drug Therapy", + "Leukemias", + "Lymphomas", + "Open Access Publishing", + "Phase I Clinical Investigation" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Public and Private Partnerships", + "doi": "10.1371/journal.pbio.1002164", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-access-tracking-project.md b/content/curated_resources/open-access-tracking-project.md new file mode 100644 index 00000000000..ae70b3460d3 --- /dev/null +++ b/content/curated_resources/open-access-tracking-project.md @@ -0,0 +1,42 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Access Tracking Project", + "link_to_resource": "https://cyber.harvard.edu/hoap/Open_Access_Tracking_Project", + "creators": [ + "Peter Suber" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "OATP is a crowd-sourced social-tagging project running on free software to capture new developments on open access to research. Its mission is (1) to create real-time alerts for OA-related news and comment, and (2) to organize knowledge of the field, by tag or subtopic, for easy searching and sharing.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Open Access", + "Researchers" + ], + "forrt_clusters_new": "Publication Sharing", + "forrt_sub_clusters": "Why open access?", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-and-reproducible-methods-syllabus.md b/content/curated_resources/open-and-reproducible-methods-syllabus.md new file mode 100644 index 00000000000..ebe25076f0a --- /dev/null +++ b/content/curated_resources/open-and-reproducible-methods-syllabus.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 16:30:06", + "title": "Open and Reproducible Methods Syllabus", + "link_to_resource": "https://osf.io/rah35/", + "creators": [ + "Simine Vazire" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This course will examine current controversies and new developments in research methods in psychology. The goal of the course is to learn to think critically about how psychological science is conducted and how conclusions are drawn. We will cover both methodological and statistical issues that affect the validity of research in psychology, with an emphasis on social and personality psychology.We will cover the debate about Null Hypothesis Significance Testing (NHST) and alternatives to NHST (e.g., effectestimation).We will also discuss the recent controversy in psychology about the replicability of scientific results.This course is most suited for students who plan to pursue graduate school in psychology and are preparing for a career conducting research in psychological science", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Limitations and benefits of NHST, Bayesian & Likelihood approaches., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-and-reproducible-research-in-psycho.md b/content/curated_resources/open-and-reproducible-research-in-psycho.md new file mode 100644 index 00000000000..58bcd44a1a3 --- /dev/null +++ b/content/curated_resources/open-and-reproducible-research-in-psycho.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 12:43:38", + "title": "Open and Reproducible Research in Psychology", + "link_to_resource": "https://osf.io/zvfu4/", + "creators": [ + "Krista Byers-Heinlein" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Psychological research is in the midst of what has been called the \u201creplication crisis\u201d, in which questions have been raised about the validity of even seminal research findings. How can we tell if the research we\u2019re reading and doing is rigorous and reproducible? In this course, we will discuss the controversy around and the replicability of our results, while learning about new initiatives that are reinventing our day-to-day scientific workflow. These include preregistration, open sharing of data and materials, new models of scientific publishing, large-scale open collaborations, and statistical reform. The course will involve hands-on practice implementing cutting-edge tools for conducting open and reproducible research in psychology. \n---We acknowledge that Concordia University is located on unceded Indigenous lands. The Kanien\u2019keh\u00e1:ka Nation is recognized as the custodians of the lands and waters on which we gather today. Tiohti\u00e0:ke/Montr\u00e9al is historically known as a gathering place for many First Nations. Today, it is home to a diverse population of Indigenous and other peoples. We respect the continued connections with the past, present and future in our ongoing relationships with Indigenous and other peoples within the Montreal community.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Transparency", + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Pre-analysis Planning, FAIR data and materials, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Preregistration, Reasons to share data and materials", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-and-reproducible-science-syllabus.md b/content/curated_resources/open-and-reproducible-science-syllabus.md new file mode 100644 index 00000000000..d2620a1dea5 --- /dev/null +++ b/content/curated_resources/open-and-reproducible-science-syllabus.md @@ -0,0 +1,44 @@ +{ + "timestamp": "4/8/2025 9:48:09", + "title": "Open and Reproducible Science Syllabus", + "link_to_resource": "https://forrt.org/syllabus/", + "creators": [ + "Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "To provide educators with an example of how they can draw resources from FORRT\u2019s educational nexus to integrate open scholarship into their teaching, FORRT has developed an Open and Reproducible Science 101 syllabus.\n\nFORRT\u2019s syllabus was developed as a seminar series covering 9 weeks of teaching. In an attempt to be comprehensive of the open scholarship literature, the syllabus builds on FORRT\u2019s cluster framework. As such, the proposed topic for each week is one of FORRT\u2019s clusters and its related literature. For each week, there are suggestions of core and additional readings. The syllabus is comprised of a series of assignments and proposed activities for students.\n\nImportantly, this syllabus is not intended to be a \u201cone size fits all\u201d approach. While educators are welcomed to use this syllabus in its current format, they can also adapt it to meet their current courses and needs. We hope it can serve as starting point for your class.\n\n https://docs.google.com/document/d/1pfFro5MbwBHzzXTeM_lE1gjFuq7AnnKWSDWkVwOBAtE/edit#", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research", + "Academic Life and Culture" + ], + "tags": [ + "FAIR Data & Materials; Course Materials; Open Resources; Readings; Assignments" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-and-reproducible-science-syllabus_2.md b/content/curated_resources/open-and-reproducible-science-syllabus_2.md new file mode 100644 index 00000000000..f0d1cfa7624 --- /dev/null +++ b/content/curated_resources/open-and-reproducible-science-syllabus_2.md @@ -0,0 +1,39 @@ +{ + "timestamp": "6/30/2025 4:11:42", + "title": "Open and Reproducible Science Syllabus ", + "link_to_resource": "https://osf.io/fuds5", + "creators": [ + "Dr. Lorne Campbell" + ], + "material_type": [ + "Full Course", + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The purpose of this course is to acquaint students with recent developments in open science and reproducibility of the research workflow. By the end of this course students will be familiar with documenting their research workflow (e.g., idea generation, hypotheses, study materials and procedures, re-usable data sets, annotated code, meta-data, output), in both a private and public manner, from beginning to end in a way that allows others to reproduce their methods, analyses, and results. Students will also become familiar with using the Open Science Framework to document their own research workflow.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Research Workflow; Meta Data; Annotated Code" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-and-reproducible-science-walks-into.md b/content/curated_resources/open-and-reproducible-science-walks-into.md new file mode 100644 index 00000000000..b45b438fbb6 --- /dev/null +++ b/content/curated_resources/open-and-reproducible-science-walks-into.md @@ -0,0 +1,43 @@ +{ + "timestamp": "4/8/2025 8:44:43", + "title": "Open and Reproducible Science walks into a classroom", + "link_to_resource": "https://forrt.org/pedagogies/001-julia-strand/", + "creators": [ + "Julia Strand & Framework for Open and Reproducible Research Training" + ], + "material_type": [ + "Full Course", + "Interview" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Julia Strand is Associate Professor of Psychology at Carleton College and she teaches courses such as Introduction to Psychology, The Psychology of Spoken Words and Sensation and Perception. Julia has also recently prepared and taught a course on Psychology\u2019s Credibility Revolution ( link) which excels in all aspects (e.g., content, creativity, visuals, & functionality).\n\nFORRT has reached out to the academic community on social media to ask which questions other scholars would like Julia to answer about her teaching materials on the Psychology\u2019s Credibility Revolution course (on both technical and non-technical spheres). Below you can find Julia\u2019s answers to these questions. And you can also find in this OSF repository (https://osf.io/zpb8a/) Julia\u2019s complete teaching materials, from which everyone can learn, adapt, or repurpose.\n\nKudos to Julia for preparing such an amazing course and many thanks to her for being so open to partner up with FORRT to share her pedagogies with the wider community. We hope this can serve as an inspiration and help scholars, instructors and educational institutions interested in integrating open and reproducible scholarship tenets in their teaching and mentoring. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research", + "Academic Life and Culture" + ], + "tags": [ + "Pedagogy; Psychology; Credibility Revolution; WEIRD Science; Replication;" + ], + "forrt_clusters_new": "Ways of Working, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-and-reproducible-science.md b/content/curated_resources/open-and-reproducible-science.md new file mode 100644 index 00000000000..146908eeff8 --- /dev/null +++ b/content/curated_resources/open-and-reproducible-science.md @@ -0,0 +1,43 @@ +{ + "timestamp": "10/14/2021 17:09:36", + "title": "Open and reproducible science", + "link_to_resource": "https://osf.io/swcv2/", + "creators": [ + "Daniel Umpierre de Moraes" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This course is designed to be delivered to master and doctoral students at the Universidade Federaldo Rio Grande do Sul (UFRGS). The structure is organized to (1) provide basic skills to enhance overall transparency and methodological reproducibility, and (2) promote reflection and discussion about open science-not only for simple and good things but also for barriers and some complex issues. Each class requires preparation through reading papers and watching videos. In an ambitious sense, this course aims to compose topics about the philosophy of science, research methods, and useful resources, ultimately targeting more efficient and robust research projects.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-and-responsible-researcher-reward-a.md b/content/curated_resources/open-and-responsible-researcher-reward-a.md new file mode 100644 index 00000000000..5355f2f15db --- /dev/null +++ b/content/curated_resources/open-and-responsible-researcher-reward-a.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/13/2025 10:28:48", + "title": "Open and Responsible Researcher Reward and Recognition (OR4)", + "link_to_resource": "https://www.ukrn.org/open-and-responsible-researcher-reward-and-recognition-or4/", + "creators": [ + "UKRN Open Research Programme", + "Tim Newton" + ], + "material_type": [ + "Website" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The Programme aim is to accelerate the uptake of high quality open research practices. The Center for Open Science theory of change highlights five types of action that can promote change. This project is focused on making open research rewarded and, in particular, making it rewarded via the recruitment, promotion, and other recognition activities at institutions that employ researchers.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Open Research", + "Open Science Practices" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-code-for-open-science.md b/content/curated_resources/open-code-for-open-science.md new file mode 100644 index 00000000000..fb2ec8e9f75 --- /dev/null +++ b/content/curated_resources/open-code-for-open-science.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2/6/2025 5:38:38", + "title": "Open code for open science?", + "link_to_resource": "https://doi.org/10.1038/ngeo2283", + "creators": [ + "Steve M. Easterbrook" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Open source software is often seen as a path to reproducibility in computational science. In practice there are many obstacles, even when the code is freely available, but open source policies should at least lead to better quality code.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Computer Science", + "Code", + "Poor Code Quality" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1038/ngeo2283", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-data-governance-at-the-canadian-ope.md b/content/curated_resources/open-data-governance-at-the-canadian-ope.md new file mode 100644 index 00000000000..c72b8766ebc --- /dev/null +++ b/content/curated_resources/open-data-governance-at-the-canadian-ope.md @@ -0,0 +1,47 @@ +{ + "timestamp": "12/18/2024 5:36:53", + "title": "Open Data Governance at the Canadian Open Neuroscience Platform (CONP): From the Walled Garden to the Arboretum", + "link_to_resource": "https://doi.org/10.1093/gigascience/giad114", + "creators": [ + "Alexander Bernier", + "Bartha M Knoppers", + "Patrick Bermudez", + "Michael J S Beauvais", + "Adrian Thorogood", + "CONP Consortium", + "Alan Evans" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Scientific research communities pursue dual imperatives in implementing strategies to share their data. These communities attempt to maximize the accessibility of biomedical data for downstream research use, in furtherance of open science objectives. Simultaneously, such communities safeguard the interests of research participants through data stewardship measures and the integration of suitable risk disclosures to the informed consent process. The Canadian Open Neuroscience Platform (CONP) convened an Ethics and Governance Committee composed of experts in bioethics, neuroethics, and law to develop holistic policy tools, organizational approaches, and technological supports to align the open governance of data with ethical and legal norms. The CONP has adopted novel platform governance methods that favor full data openness, legitimated through the use of robust deidentification processes and informed consent practices. The experience of the CONP is articulated as a potential template for other open science efforts to further build upon. This experience highlights informed consent guidance, deidentification practices, ethicolegal metadata, platform-level norms, and commercialization and publication policies as the principal pillars of a practicable approach to the governance of open data. The governance approach adopted by the CONP stands as a viable model for the broader neuroscience and open science communities to adopt for sharing data in full open access.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Data Sharing", + "Open Science", + "Biomedical Data", + "Canadian Open Neuroscience Platform" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons not to share: Privacy and security considerations, Reasons to share data and materials", + "doi": "10.1093/gigascience/giad114", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-developmental-science-an-overview-a.md b/content/curated_resources/open-developmental-science-an-overview-a.md new file mode 100644 index 00000000000..4bb9aaa7747 --- /dev/null +++ b/content/curated_resources/open-developmental-science-an-overview-a.md @@ -0,0 +1,38 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Developmental Science: An Overview and Annotated Reading List", + "link_to_resource": "https://psyarxiv.com/6fk98/", + "creators": [ + "Sara Hart", + "Tamara Kalandadze" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The increasing adoption of open science practices in the last decade has been changing the scientific landscape across fields. However, developmental science has been relatively slow in adopting open science practices. To address this issue, we followed the format of Cr\u00fcwell et al., (2019) and created summaries and an annotated list of informative and actionable resources discussing ten topics in developmental science: Open science; Reproducibility and replication; Open data, materials and code; Open access; Preregistration; Registered reports; Replication; Incentives; Collaborative developmental science. This article offers researchers and students in developmental science a starting point for understanding how open science intersects with developmental science. After getting familiarized with this article, the developmental scientist should understand the core tenets of open and reproducible developmental science, and feel motivated to start applying open science practices in their workflow.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-education-challenge-series.md b/content/curated_resources/open-education-challenge-series.md new file mode 100644 index 00000000000..21cd413a41a --- /dev/null +++ b/content/curated_resources/open-education-challenge-series.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2/13/2025 5:27:16", + "title": "Open Education Challenge Series", + "link_to_resource": "https://oechallenge.opened.ca/", + "creators": [ + "Tannis Morgan and Leva Lee" + ], + "material_type": [ + "Activity/Lab", + "Interactive", + "Website", + "Teaching Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The OE Challenge is a learning resource of small doable activities you can work through at your own pace. The series is a fun way for educators to get a taste of\u202f Open Education Practices (OEP) in micro-activities that you can do in 10 minutes or less and that cover a small aspect of open education.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Activities", + "Open Activities", + "Open Pedagogy", + "Open Textbook", + "Open Educational Resources" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-education-data-research-and-policy.md b/content/curated_resources/open-education-data-research-and-policy.md new file mode 100644 index 00000000000..29c9b22e684 --- /dev/null +++ b/content/curated_resources/open-education-data-research-and-policy.md @@ -0,0 +1,40 @@ +{ + "timestamp": "3/17/2025 7:40:37", + "title": "Open Education Data, Research, and Policy Positions", + "link_to_resource": "https://www.linkedin.com/posts/akishasarfo_open-data-research-and-policy-positions-activity-7305896481322852352-Tpi0/?utm_source=share&utm_medium=member_android&rcm=ACoAADDrPWUBQwkSk7hp5Q0QEagW6rVUXSQt_bA", + "creators": [ + "Akisha Osei Sarfo", + "Ph.D." + ], + "material_type": [ + "Data Set", + "Positions" + ], + "education_level": [ + "Career /Technical" + ], + "abstract": "I\u2019ve started a Google Doc to share open education or social science data, research, evaluation, and policy positions. Feel free to add to it and help keep it updated and growing. Let\u2019s support each other and build this resource together during these difficult times!\nhttps://docs.google.com/spreadsheets/d/1pr93GdCZmEifptRGP0eZnPnk5GkYvtDwUMAEB5bzlQc/edit?pli=1&gid=0#gid=0", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Job Seekers/ Candidates" + ], + "subject_areas": [ + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Research; Policy; Evaluation; Open Education Data; Job; Positions" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-education-in-promotion-tenure-and-f.md b/content/curated_resources/open-education-in-promotion-tenure-and-f.md new file mode 100644 index 00000000000..7bc1f8cbfa9 --- /dev/null +++ b/content/curated_resources/open-education-in-promotion-tenure-and-f.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Education in Promotion, Tenure, and Faculty Development", + "link_to_resource": "https://oept.pubpub.org/", + "creators": [ + "Abbey Elder", + "Anne Marie Gruber", + "Iowa Open Education Action Team (Iowa OER)", + "Mahrya Burnett", + "Teri Koch" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This resource was developed by a working group from the Iowa Open Education Action Team (Iowa OER). Our team built upon DOERS3's OER in Tenure & Promotion Matrix to help faculty and staff advocate for the inclusion of open educational practices (OEP) in promotion, tenure, and faculty evaluation practices at their institutions. Below, you can find our main document, directions for interacting with the text, and handouts you can use or adapt for your own advocacy work.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Faculty Development", + "Promotion", + "Tenure" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-educational-resources-equitable-and.md b/content/curated_resources/open-educational-resources-equitable-and.md new file mode 100644 index 00000000000..a65efcb3429 --- /dev/null +++ b/content/curated_resources/open-educational-resources-equitable-and.md @@ -0,0 +1,48 @@ +{ + "timestamp": "8/18/2023 12:32:50", + "title": "Open Educational Resources: Equitable and Affordable Nursing Education", + "link_to_resource": "https://doi.org/10.1097/01.NEP.0000000000001180", + "creators": [ + "Friday", + "Vivienne Evet; Hunt", + "Cynthia" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This research report describes findings from a study conducted to learn students\u2019 experiences using open educational resources (OER) in an online nursing research course. Twenty-three students participated in a pilot study in which traditional textbooks were replaced with OER as the primary course material. Data were collected by administering open-ended and closed-ended questions about students\u2019 experiences and demographic characteristics. Findings indicated that OER were cost-effective, accessible, easy to navigate, and interesting. The resources were adequate to meet student learning outcomes. Challenges experienced were related to poor Internet access for a few students.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Accelerated Nursing Education", + "Barriers to Higher Education", + "Higher Education Costs", + "Open Educational Resources", + "Textbooks" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Accessibility, Equity", + "doi": "10.1097/01.NEP.0000000000001180", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git "a/content/curated_resources/open-educational-resources-f\303\274r-die-hno-h.md" "b/content/curated_resources/open-educational-resources-f\303\274r-die-hno-h.md" new file mode 100644 index 00000000000..d554d767007 --- /dev/null +++ "b/content/curated_resources/open-educational-resources-f\303\274r-die-hno-h.md" @@ -0,0 +1,49 @@ +{ + "timestamp": "1/13/2025 6:57:52", + "title": "Open Educational Resources f\u00fcr die HNO-Heilkunde", + "link_to_resource": "https://doi.org/10.1007/s00106-024-01465-4", + "creators": [ + "C. V. Degen MSc.", + "F. Schwitzing", + "S. Long", + "L. Gickel", + "M. Behrends", + "C. J. Busch", + "S. Steffens & M. Mikuteit" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Background\nOpen educational resources (OER) are educational materials licensed openly by authors, permitting usage, redistribution, and in some instances, modification. OER platforms thereby serve as a medium for distributing and advancing teaching materials and innovative educational methodologies.\n\nObjective\nThis study aims to determine the present state of OER in otorhinolaryngology and to examine the prerequisites for seamlessly integrating OER into the curricular teaching of medical schools, specifically through the design of two OER blended learning modules.\n\nMethods\nOER content in the field of otorhinolaryngology was analyzed on OER platforms, ensuring its relevance to the German medical curriculum. Data protection concerns were addressed with legal counsel. The blended learning modules were developed in collaboration with medical students and subsequently published as OER.\n\nResults and conclusion\nThis project yielded the first OER from a German ENT department, tailored to the German medical curriculum. One significant barrier to OER use in medicine, more than in other fields, is data protection. This challenge can be navigated by obtaining consent to publish patient data as OER. OER hold the promise to play a pivotal role in fostering cooperation and collaboration among educators, aiding educators in lesson preparation, and simultaneously enhancing didactic quality.", + "language": [ + "German" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Medical Education", + "Data Protection", + "Digital Technology", + "Simulation Learning", + "Teaching" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training, Licenses and reuse", + "doi": "10.1007/s00106-024-01465-4", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-for-insight-experimental-methods-op.md b/content/curated_resources/open-for-insight-experimental-methods-op.md new file mode 100644 index 00000000000..a9eac51d228 --- /dev/null +++ b/content/curated_resources/open-for-insight-experimental-methods-op.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 16:02:43", + "title": "Open for Insight (Experimental Methods + Open Science)", + "link_to_resource": "https://osf.io/qstmv/", + "creators": [ + "Rima Rahal" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A syllabus about open science and experimental methods", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Conceptual and statistical knowledge" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training, Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-hardware-in-microscopy.md b/content/curated_resources/open-hardware-in-microscopy.md new file mode 100644 index 00000000000..e5bc5a229ff --- /dev/null +++ b/content/curated_resources/open-hardware-in-microscopy.md @@ -0,0 +1,50 @@ +{ + "timestamp": "9/18/2023 8:49:53", + "title": "Open hardware in microscopy ", + "link_to_resource": "https://doi.org/10.1016/j.ohx.2023.e00473", + "creators": [ + "Johannes Hohlbein", + "Sanli Faez" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The field of microscopy has been empowering humankind for many centuries by enabling the observation of objects that are otherwise too small to detect for the naked human eye. Microscopy techniques can be loosely divided into three main branches, namely photon-based optical microscopy, electron microscopy, and scanning probe microscopy with optical microscopy being the most prominent one. On the high-end level, optical microscopy nowadays enables nanometer resolution covering many scientific disciplines ranging from material sciences over the natural sciences and life sciences to the food sciences. On the lower-end level, simplified hardware and openly available description and blueprints have helped to make powerful microscopes widely available to interested scientists and researchers. For this special issue, we invited contributions from the community to share their latest ideas, designs, and research results on open-source hardware in microscopy. With this collection of articles, we hope to inspire the community to further increase the accessibility, interoperability, and reproducibility of microscopy. We further touch on the standardization of methodologies and devices including the use of computerized control of data acquisition and data analysis to achieve high quality and efficiency in research and development.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher", + "Librarian", + "researcher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Open Microscopy", + "Open Source", + "Open Science", + "Open Hardware", + "Microscopy" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Free and open source software", + "doi": "10.1016/j.ohx.2023.e00473", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-intro-statistics.md b/content/curated_resources/open-intro-statistics.md new file mode 100644 index 00000000000..09eabd83122 --- /dev/null +++ b/content/curated_resources/open-intro-statistics.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2/8/2024 12:07:48", + "title": "Open Intro Statistics\n", + "link_to_resource": "https://www.openintro.org/book/os/", + "creators": [ + "OpenIntro" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "OpenIntro Statistics is a dynamic take on the traditional curriculum, being successfully used at Community Colleges to the Ivy League", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Education", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Textbook", + "Open Textbook" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-pedagogy-a-driving-force-for-meanin.md b/content/curated_resources/open-pedagogy-a-driving-force-for-meanin.md new file mode 100644 index 00000000000..3fabaa0ef7e --- /dev/null +++ b/content/curated_resources/open-pedagogy-a-driving-force-for-meanin.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2/13/2025 6:28:18", + "title": "Open Pedagogy: A Driving Force for Meaningful Learning", + "link_to_resource": "https://communities.surf.nl/files/Artikel/download/BrochureOpenPedagogy%26MeaningfulLearning_UK.pdf", + "creators": [ + "Marijn Post", + "Ria Jacobi", + "Michiel de Jong", + "Marjon Baas" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In this article, we show how the concepts of Open Education and Open Pedagogy make \nlearning more meaningful. We argue that the application of meaningful learning is essential \nin light of current developments in higher education. We do this based on a deepening of \nthe concept of meaningful learning (Chapter 1) and the concepts of Open Education and \nOpen Pedagogy (Chapter 2). We then go on to show how Open Pedagogy contributes to \nmeaningful learning (Chapter 3) and how this can then be applied in the education process \n(Chapter 4). We illustrate this with a number of examples of the application of Open Peda\ngogy in the Netherlands. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Education", + "Open Pedagogy", + "Meaningful Learning" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-pedagogy-how-to-engage-your-student.md b/content/curated_resources/open-pedagogy-how-to-engage-your-student.md new file mode 100644 index 00000000000..394dda11875 --- /dev/null +++ b/content/curated_resources/open-pedagogy-how-to-engage-your-student.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2/13/2025 6:04:45", + "title": "Open Pedagogy: how to engage your students and transform education", + "link_to_resource": "https://www.rug.nl/library/open-access/blog/open-pedagogy-how-to-engage-your-students-and-transform-education", + "creators": [ + "Frederiek van Rij", + "Mira Buist-Zhuk & Martijn Blikmans-Middel" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Education is not only about learning facts and skills but also about preparing students for active and successful participation in society. Traditional methods of teaching, however, may not always fully engage students or show them how their assignments can make a difference outside the walls of the classroom. In this blog post, we introduce the concept of open pedagogy: a way of teaching that uses novel and innovative resources that put the student at the center of the learning process.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Educational Resources", + "Open Science" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-peer-review-pros-and-cons-from-the.md b/content/curated_resources/open-peer-review-pros-and-cons-from-the.md new file mode 100644 index 00000000000..dd843816508 --- /dev/null +++ b/content/curated_resources/open-peer-review-pros-and-cons-from-the.md @@ -0,0 +1,56 @@ +{ + "timestamp": "10/16/2023 14:03:07", + "title": "Open peer review, pros and cons from the perspective of an early career researcher", + "link_to_resource": "https://doi.org/10.1128/mbio.01948-23", + "creators": [ + "Tania Henriquez" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Peer review is considered by many to be a fundamental component of scientific publishing. In this context, open peer review (OPR) has gained popularity in recent years as a tool to increase transparency, rigor, and inclusivity in research. But how does OPR really affect the review process? How does OPR impact specific groups, such as early career researchers? This editorial explores and discusses these aspects as well as some suggested actions for journals.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Peer Review", + "Early Career Researcher", + "Academic Life" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "10.1128/mbio.01948-23", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-qualitative-research-a-primer-from.md b/content/curated_resources/open-qualitative-research-a-primer-from.md new file mode 100644 index 00000000000..1d78540fd81 --- /dev/null +++ b/content/curated_resources/open-qualitative-research-a-primer-from.md @@ -0,0 +1,46 @@ +{ + "timestamp": "3/17/2025 8:06:32", + "title": "Open Qualitative Research: A Primer from UKRN", + "link_to_resource": "https://osf.io/preprints/osf/kje7r_v1", + "creators": [ + "The UK Reproducibility Network" + ], + "material_type": [ + "Reading", + "Student Guide", + "Primer" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The UNESCO Recommendations for Open Science define it as an inclusive framework that integrates movements and practices aimed at making multilingual scientific knowledge openly accessible, reusable, and collaborative for the benefit of science and society. This approach emphasizes transparency, collaboration, rigor, and accessibility, principles that align closely with qualitative research methodologies. In the health and social sciences, qualitative methods explore the meanings, experiences, and perspectives of individuals and groups. Open qualitative research encompasses diverse practices, including transparency in design and analysis, enabling meaningful scrutiny, and fostering collaboration through stakeholder engagement and co-production. The application of openness in qualitative research varies based on the context and specific project needs.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration", + "Open Data and Materials" + ], + "tags": [ + "Open Qualitative Research; Qualitative Methods; Data Sharing; Participatory Research; Preregistration; Positionality; Open Data" + ], + "forrt_clusters_new": "Pre-analysis Planning, FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-reproducible-research-workshop.md b/content/curated_resources/open-reproducible-research-workshop.md new file mode 100644 index 00000000000..ed063834967 --- /dev/null +++ b/content/curated_resources/open-reproducible-research-workshop.md @@ -0,0 +1,42 @@ +{ + "timestamp": "01/01/2020", + "title": "Open + Reproducible Research Workshop", + "link_to_resource": "https://docs.google.com/presentation/d/1QfJVeim797fLBBAE003W6cqtahkGdJqa2GSsmm-t89s/edit#slide=id.p4", + "creators": [ + "April Clyburne-Sherin", + "Courtney Soderberg" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Topics covered:\n\nUnderstanding reproducible research\nSetting up a reproducible project\nUnderstanding power\nPreregistering your study\nKeeping track of things\nContaining bias\nSharing your work", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Documentation", + "Organizing", + "Reproducibility", + "Version Control" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-research-community-accelerator-orca.md b/content/curated_resources/open-research-community-accelerator-orca.md new file mode 100644 index 00000000000..72e2e5005a3 --- /dev/null +++ b/content/curated_resources/open-research-community-accelerator-orca.md @@ -0,0 +1,45 @@ +{ + "timestamp": "12/18/2024 6:20:45", + "title": "Open Research Community Accelerator (ORCA)", + "link_to_resource": "https://www.orcaopen.org/", + "creators": [ + "Open Research Community Accelerator (ORCA)" + ], + "material_type": [ + "Website" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The Open Research Community Accelerator (ORCA) nurtures cross-sector coalitions to tackle the systems-level challenges that are impeding the adoption of open science at scale. \n\nWe are committed to this effort because a more intentional approach to science is a critical component of a more just society. Open science encourages the engagement of diverse voices, perspectives, and expertise. As we face existential global challenges like climate change and pandemics, open science is a critical tool to ensure that both research processes and outcomes are more inclusive, and, by extension, more innovative, efficient, transparent, and trustworthy.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Open Research Community Accelerator (ORCA)", + "Global Challenges", + "Open Science", + "Inclusivity" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Socially Responsible Research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-research-examples-of-good-practice.md b/content/curated_resources/open-research-examples-of-good-practice.md new file mode 100644 index 00000000000..3d00fe77f61 --- /dev/null +++ b/content/curated_resources/open-research-examples-of-good-practice.md @@ -0,0 +1,42 @@ +{ + "timestamp": "10/16/2020 6:22:33", + "title": "Open Research: Examples of good practice, and resources across disciplines", + "link_to_resource": "https://docs.google.com/document/d/1Vblnwym18kX2tmL3VcooSdN1CLg3xkppARGCGB39lvw/edit", + "creators": [ + "Emily K Farran", + "Priya Silverstein", + "Camilla Gilmore" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Adult Education" + ], + "abstract": "This is a document about open science across disciplines, together with resources to these disciplines.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Open science" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-research-reforms-and-the-capitalist.md b/content/curated_resources/open-research-reforms-and-the-capitalist.md new file mode 100644 index 00000000000..688d4e26eeb --- /dev/null +++ b/content/curated_resources/open-research-reforms-and-the-capitalist.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2/20/2025 5:06:47", + "title": "Open Research Reforms and the Capitalist University: Areas of Opposition and Alignment", + "link_to_resource": "https://doi.org/10.1525/collabra.121383", + "creators": [ + "Thomas J. Hostler" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "There is a need for more nuanced and theoretically grounded analysis of the socio-political consequences of methodological reforms proposed by the open research movement. This paper contributes by utilising the theory of academic capitalism and considering how open research reforms may interact with the priorities and practices of the capitalist university. Three manifestations of academic capitalism are considered: the development of a highly competitive job market for researchers based on metricized performance, the increase in administration resulting from university systems of compliance, and the reorganization of academic labour along principles of \u201cpost-academic science\u201d. The ways in which open research reforms both oppose and align with these manifestations is then considered, to explore the relationships between specific reforms and academic capitalist praxis. Overall, it is concluded that open research advocates must engage more closely with the potential of reforms to negatively affect academic labour conditions, which may bring them into conflict with either university management, or those who uphold the traditional principles of an \u2018all round\u2019 academic role.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Academic Capitalism", + "Open Research", + "Open Science", + "Managerialism", + "Neoliberalism", + "Administration" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.1525/collabra.121383", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-resources-for-biology-education-orb.md b/content/curated_resources/open-resources-for-biology-education-orb.md new file mode 100644 index 00000000000..43f6b93f8ec --- /dev/null +++ b/content/curated_resources/open-resources-for-biology-education-orb.md @@ -0,0 +1,58 @@ +{ + "timestamp": "1/16/2025 4:17:24", + "title": "Open Resources for Biology Education (ORBE): a resource collection", + "link_to_resource": "https://doi.org/10.1128/jmbe.00203-23", + "creators": [ + "Sanah Ahmed", + "Tiffany Adjei-Opong", + "Ashley B Heim", + "Keenan Noyes", + "Kelly Schmid", + "Brian A Couch", + "MacKenzie R Stetzer", + "Lillian G Senn", + "Erin Vinson", + "Michelle K Smith", + "Kira Treibergs" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In undergraduate life sciences education, open educational resources (OERs) increase accessibility and retention for students, reduce costs, and save instructors time and effort. Despite increasing awareness and utilization of these resources, OERs are not centrally located, and many undergraduate instructors describe challenges in locating relevant materials for use in their classes. To address this challenge, we have designed a resource collection (referred to as Open Resources for Biology Education, ORBE) with 89 unique resources that are primarily relevant to undergraduate life sciences education. To identify the resources in ORBE, we asked undergraduate life sciences instructors to list what OERs they use in their teaching and curated their responses. Here, we summarize the contents of the ORBE and describe how educators can use this resource as a tool to identify suitable materials to use in their classroom context. By highlighting the breadth of unique resources openly available for undergraduate biology education, we intend for the ORBE to increase instructors\u2019 awareness and use of OERs.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher", + "Teacher", + "Educator" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Educational Resources", + "OER", + "Undergraduate Biology Education", + "Teaching Resources", + "Life Sciences" + ], + "forrt_clusters_new": "Academic Structures and Institutions, FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training, Accessibility", + "doi": "10.1128/jmbe.00203-23", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-rigorous-and-reproducible-research.md b/content/curated_resources/open-rigorous-and-reproducible-research.md new file mode 100644 index 00000000000..2e7a2d14262 --- /dev/null +++ b/content/curated_resources/open-rigorous-and-reproducible-research.md @@ -0,0 +1,51 @@ +{ + "timestamp": "2/8/2024 12:05:46", + "title": "Open, rigorous and reproducible research: A practitioner\u2019s handbook", + "link_to_resource": "https://stanforddatascience.github.io/best-practices/", + "creators": [ + "Dallas Card", + "Yan Min", + "Stylianos Serghiou" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This book starts from the premise that there is a lot we can all do to increase the benefits of research.\n\nLet\u2019s consider the main limitations of research that is not carried out and shared in an open, transparent, and reproducible way:\n\nIf papers are published in venues that are only available to those who pay for access, the vast majority of the world will not be able to see the output of all the work that went into producing it; this limits the potential reach and benefit to others.\n\nBecause of the complexity involved in many analyses, it is nearly impossible to describe every detail and choice that went into an analysis in the main paper; without accompanying code, it can be very very difficult for others to be certain about exactly what was done.\n\nEven if code is made available, there can be additional challenges to reproducing or re-analyzing past work, such as inaccessible data or deprecated software.\n\nIf others are not able to easily re-analyze past work, that limits the ability of the community to explore other analysis pathways, combine datasets, attempt to generalize experiments to new settings, etc.\n\nIf experiments are carried out without proper care in experiment design and analysis, there are likely to be more erroneous findings in the literature, making it harder for everyone to make sense of the object of study.\n\nThe more that new researchers have to wade through results that may not be credible, they more they are delayed from making genuine advances\n\nOf course, there are numerous reasons why people don\u2019t put more effort into making their work open, transparent, and reproducible:\n\nPerhaps most importantly, doing so does require some additional work, and current incentive structures do not necessarily reward these efforts; however, this is changing in many fields, and certain communities place a lot of value on such things. Moreover, the cost of mistakes can be high, and this sort of openness helps to avoid them.\n\nSome data is legitimately not possible to share, due to concerns about privacy, copyright, or other considerations. Using such data will generally be less useful to the world than using more open data, but some work will of course require it. However, there are still things that can be done to avoid the worst problems, including being transparent about the analyses carried out, the protocol for collecting data, and other techniques such as pre-registration, which can bolster people\u2019s confidence in a piece of work.\n\nMany people worry that making their data and code open to the world will expose them to risk or ridicule, either because they fear they have made mistakes, or they think it will reveal them to be a poor coder. This is understandable, but generally misplaced. It is better to catch errors early. Moreover, most people will be happy if you share any code, no matter how bad it is, and doing so is one of the best ways to improve, especially if you begin with the end in mind.\n\nFinally, many people don\u2019t know where to start. Most guides to open science and reproducibility take the form of complete books or corpus, and try to teach an entire philosophy and comprehensive approach to research, which can be overwhelming.\n\nIn this document, we take a different approach. Our main goal here is to show how there are many ways to make your research more open, transparent, and reproducible on the margin, and that each step in that direction may bring some benefit. While there will always be nuances and requirements specific to each field, in general there is a great deal that we can learn from each other, and most ideas can be applied to any domain.\n\nIn summary, this handbook is a guide to making science more open, transparent, and reproducible by presenting best practices in a way that is:\n\nmodular: individual ideas can be used separately or combined\npractical: focused on the most tractable and impactful practices\ngeneral: applicable to any field that works with data and statistical analysis\nconcise: aimed at the busy scientists who doesn\u2019t have time to take a full course right now\nWe break this guide down into three mains sections. Each section contains many modular components, each of which can be considered and used independently or in combination with the others:\n\nSection 1: Careful study design to help ensure and demonstrate that results and conclusions are valid and useful:\n\nThoughtful determination of experimental parameters, such as using power analysis to estimate an appropriate sample size\nDistinguishing between exploratory and confirmatory research\nPre-analysis planning of statistical analyses\nEnsuring that all relevant data is collected in order to be comparable with past work\nAdditional considerations, such as pre-registration, planning for potential problems, and consideration of ethical implications.\nSection 2: Adopting best practices in analyzing data and reporting results:\n\nPreliminary: decisions and considerations before working with any data.\nStatistical analysis plan: plan your analytic approach beforehand.\nData generation: generate an appropriate set of data.\nData preparation: transparently prepare your data for data analysis.\nData visualization: visualize all data using informative visualizations.\nData summarization: summarize all data using appropriate statistics.\nData analysis: analyze all data and avoid common blunders.\nData analysis - medicine: a few more considerations for medical research.\nStatistical analysis report: report transparently and comprehensively.\nExamples: published literature exemplifying principles of this manual.\nSection 3: Making relevant research materials available to all:\n\nOpen Data: making the raw data available for further research and replication\nOpen Source Code: making the analysis pipeline transparent and available for others to borrow or verify\nReproducible Environments: making not just the data and code available for others, but making it easy for them to re-run the analysis in an easily reproducible manner\nOpen Publication Models such that anyone can see the scholarly output associated with the work\nDocumenting Processes and Decisions: making it clear to interested parties not only what was done and how, but also why, by mechanisms such as open lab notebooks\nIn addition, appendices cover additional resources, such as frequently asked questions, discipline-specific considerations and linked to additional resources (of which there are plenty!)\n", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials" + ], + "tags": [ + "Textbook", + "Open Textbook" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Computational reproducibility, Research data management, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-scholarship-norms-among-education-r.md b/content/curated_resources/open-scholarship-norms-among-education-r.md new file mode 100644 index 00000000000..8664a9eb025 --- /dev/null +++ b/content/curated_resources/open-scholarship-norms-among-education-r.md @@ -0,0 +1,60 @@ +{ + "timestamp": "2/13/2025 9:52:22", + "title": "Open Scholarship Norms Among Education Researchers", + "link_to_resource": "https://doi.org/10.17605/OSF.IO/NSBR3", + "creators": [ + "Jennifer L Beaudry", + "Donna T Chen", + "Bryan G. Cook", + "Mirka Dirzo", + "Timothy M. Errington", + "Laura Fortunato", + "Lisa Given", + "Krystal Hahn", + "Malika Ihle", + "Lesley Markham", + "David Thomas Mellor", + "Brian A. Nosek", + "Nicole Pfeiffer", + "Marcy Reedy", + "Courtney K. Soderberg", + "Andrew Tyner", + "Huajin Wang", + "and Gizem Solmaz-Ratzlaff" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The Open Scholarship Survey (OSS) was administered to education researchers between Fall 2020-Summer 2022.The figures below summarize these respondents\u2019 attitudes, behaviors, and perceptions about six core openscholarship practices: sharing data, sharing materials, preregistering studies, replication, sharing preprints, andreporting null results. When relevant, the responses from education researchers are shown alongside responsesfrom the broader pool of respondents who have completed the OSS. Results are presented as figures withcorresponding tables included in the appendix", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration", + "Open Data and Materials" + ], + "tags": [ + "Open Scholarship Practices", + "Scholar's Attitudes" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.17605/OSF.IO/NSBR3", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-scholarship-where-are-the-self-corr.md b/content/curated_resources/open-scholarship-where-are-the-self-corr.md new file mode 100644 index 00000000000..bd5de63c2ec --- /dev/null +++ b/content/curated_resources/open-scholarship-where-are-the-self-corr.md @@ -0,0 +1,37 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Scholarship: Where are the Self-Correcting Mechanisms of Science?", + "link_to_resource": "https://www.youtube.com/watch?v=Vfc98WDfDJE", + "creators": [ + "" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "In her talk, Professor Vazire covers the role of open practices in allowing science to work the way it was intended to work\u2014through self correction. By being able to \u201clook under the hood,\u201d we are able to evaluate scientific claims in the way that they should be.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Research" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Philosophy of science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-2-0-towards-a-truly-collabo.md b/content/curated_resources/open-science-2-0-towards-a-truly-collabo.md new file mode 100644 index 00000000000..3f87d7c9146 --- /dev/null +++ b/content/curated_resources/open-science-2-0-towards-a-truly-collabo.md @@ -0,0 +1,66 @@ +{ + "timestamp": "10/23/2023 10:30:46", + "title": "Open Science 2.0: Towards a truly collaborative research ecosystem", + "link_to_resource": "https://doi.org/10.1371/journal.pbio.3002362", + "creators": [ + "Robert T. Thibault", + "Olavo B. Amaral", + "Felipe Argolo", + "Anita E. Bandrowski", + "Alexandra R. Davidson", + "Natascha I. Drude" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Conversations about open science have reached the mainstream, yet many open science practices such as data sharing remain uncommon. Our efforts towards openness therefore need to increase in scale and aim for a more ambitious target. We need an ecosystem not only where research outputs are openly shared but also in which transparency permeates the research process from the start and lends itself to more rigorous and collaborative research. To support this vision, this Essay provides an overview of a selection of open science initiatives from the past 2 decades, focusing on methods transparency, scholarly communication, team science, and research culture, and speculates about what the future of open science could look like. It then draws on these examples to provide recommendations for how funders, institutions, journals, regulators, and other stakeholders can create an environment that is ripe for improvement.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian", + "editors" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Ecosystems", + "Reproducibility", + "Quality Control", + "Clinical Trials", + "Science Policy", + "Open Data", + "Research Quality Assessment" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "10.1371/journal.pbio.3002362", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-2-0-towards-a-truly-collabo_2.md b/content/curated_resources/open-science-2-0-towards-a-truly-collabo_2.md new file mode 100644 index 00000000000..ddb8fe9e96d --- /dev/null +++ b/content/curated_resources/open-science-2-0-towards-a-truly-collabo_2.md @@ -0,0 +1,52 @@ +{ + "timestamp": "2/6/2025 9:23:37", + "title": "Open Science 2.0: Towards a truly collaborative research ecosystem", + "link_to_resource": "https://doi.org/10.1371/journal.pbio.3002362", + "creators": [ + "Robert T. Thibault", + "Olavo B. Amaral", + "Felipe Argolo", + "Anita E. Bandrowski", + "Alexandra R", + "Davidson", + "Natascha I. Drude" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Conversations about open science have reached the mainstream, yet many open science practices such as data sharing remain uncommon. Our efforts towards openness therefore need to increase in scale and aim for a more ambitious target. We need an ecosystem not only where research outputs are openly shared but also in which transparency permeates the research process from the start and lends itself to more rigorous and collaborative research. To support this vision, this Essay provides an overview of a selection of open science initiatives from the past 2 decades, focusing on methods transparency, scholarly communication, team science, and research culture, and speculates about what the future of open science could look like. It then draws on these examples to provide recommendations for how funders, institutions, journals, regulators, and other stakeholders can create an environment that is ripe for improvement.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Open Data", + "Open Science Initiatives", + "Reform" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1371/journal.pbio.3002362", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-2030-in-the-netherlands-npo.md b/content/curated_resources/open-science-2030-in-the-netherlands-npo.md new file mode 100644 index 00000000000..575828585a1 --- /dev/null +++ b/content/curated_resources/open-science-2030-in-the-netherlands-npo.md @@ -0,0 +1,51 @@ +{ + "timestamp": "2/13/2025 5:51:32", + "title": "Open Science 2030 in the Netherlands: NPOS2030 Ambition Document and Rolling Agenda", + "link_to_resource": "https://doi.org/10.5281/zenodo.7433767", + "creators": [ + "Nationaal Programma Open Science: Stan Gielen", + "Jet de Ranitz", + "Sander Bosch", + "Melanie Imming" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Open Science is a global transition to making scientific research practices more open \nand collaborative, for greater scientific and societal impact. The goal of the Netherlands \nNational Open Science Programme (NPOS) is to facilitate all national stakeholders that are \njointly taking responsibility for the Open Science Agenda in the Netherlands, in alignment \nwith international initiatives. From 2023 on, this facilitating role will be taken up by the \nnew National Initiative on Open Science led by Dutch Research Council NWO, due to the \nfact that the ministry of Education, Culture and Science will make 20 million euros per year \navailable for Open Science until 2032. \n\nThis Ambition Document includes the guiding principles that underlie our shared \nendeavours for the years to come; the vision for Open Science in the year 2030, the \nstrategic goals we are working towards, and cross-cutting requirements for all actions to \nbe taken up. An open consultation in which 78 institutions, networks, communities and \nindividuals gave their constructive feedback, was part of the process of defining our shared \nambitions in the Ambition Document. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "The Netherlands", + "Ambition Document", + "Guiding Principles", + "Strategic Goals" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "10.5281/zenodo.7433767", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-a-practical-guide-for-early.md b/content/curated_resources/open-science-a-practical-guide-for-early.md new file mode 100644 index 00000000000..2bf3d1547c4 --- /dev/null +++ b/content/curated_resources/open-science-a-practical-guide-for-early.md @@ -0,0 +1,55 @@ +{ + "timestamp": "2/27/2025 3:42:32", + "title": "Open Science: A Practical Guide for Early-Career Researchers", + "link_to_resource": "https://doi.org/10.5281/zenodo.7716153", + "creators": [ + "Loek Brinkman", + "Elly Dijk", + "Hans de Jonge", + "Nicole Loorbach", + "& Daan Rutten" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The Dutch consortium of University Libraries and the National Library of the Netherlands (UKB), together with the Universities of The Netherlands (UNL), the Dutch national centre of expertise and repository for research data (DANS) and the Dutch Research Council (NWO), has published a practical guide on open science.\n\nOpen Science\nReliable science is not the sole work of superhuman geniuses, but a collaborative process. Researchers rely and build upon each other\u2019s work. Together, we build theories, collect evidence and assess the research of colleagues. However, we can only build upon others\u2019 work if we know exactly what our predecessors have done: What were their methods, relevant materials, data and outputs? Therefore, sound science ideally equals Open Science, in which all phases of the research cycle are as transparent and accessible as possible.\n\nAbout this guide\nBeginning researchers are an important link in the transition to Open Science, so this guide is aimed at PhD candidates, Research Master Students, and early-career researchers from all disciplines at Dutch universities and research institutes. It is designed to accompany researchers in every step of their research, from the phase of preparing your research project and discovering relevant resources (chapter 2) to the phase of data collection and analysis (chapter 3), writing and publishing articles, data, and other research output (chapter 4), and outreach and assessment (chapter 5). Every chapter provides you with the best tools and practices to implement immediately. \n\nIf the information in this guide feels overwhelming: Do not worry! Open Science is a journey, and you are not alone in this. There are always colleagues who are happy to help you out along the way. You can find fellow researchers or support staff at your local Open Science Community (see chapter 6) and at your University Library. \n\nWe hope this guide will motivate you and help you to practise Open Science, by sharing all aspects of your research with as many people as possible.\n\nThe Future is Open!", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-SA", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Open Science", + "Reproducibility", + "Preregistration", + "Citizen Science", + "Open Access", + "Open Peer Review", + "Research Data Management", + "FAIR", + "Data Management Plan", + "Open Software", + "Open Education", + "Open Science Community" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.5281/zenodo.7716153", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-and-methodological-improvem.md b/content/curated_resources/open-science-and-methodological-improvem.md new file mode 100644 index 00000000000..16412e28e62 --- /dev/null +++ b/content/curated_resources/open-science-and-methodological-improvem.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 12:35:58", + "title": "Open Science and Methodological Improvements", + "link_to_resource": "https://osf.io/jvsbg/", + "creators": [ + "John M. Zelenski" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In recent years, meta-research methods issues (e.g., reproducibility, open science, etc.) have yielded provocative findings, vigorous discussions, and novel innovations. This course will engage with these issues in ways that are primarily practical, i.e., useful to current graduate students\u2019 research. However, doing this will require addressing some basic issues in measurement, statistical inference, ethics, and philosophy of science.Readings, discussions, and activities will provide tools that will help you improve your own research practices, and to better interpret the evidence in published reports. The standards, requirements, and values of publishing high quality research in psychology are changing quickly, and we will engage with the very latest developments in ways that will likely increase the quality and impact of your own work. We will also discuss the advantages and disadvantages of potential reforms to the way psychologists (and otherscientists) conduct and report on research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Meta-research, Philosophy of science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-and-reproducible-research-k.md b/content/curated_resources/open-science-and-reproducible-research-k.md new file mode 100644 index 00000000000..a749a1f3aae --- /dev/null +++ b/content/curated_resources/open-science-and-reproducible-research-k.md @@ -0,0 +1,42 @@ +{ + "timestamp": "7/2/2025 13:43:05", + "title": "Open Science and Reproducible Research, Karolinska Institutet 2022 (fall)", + "link_to_resource": "https://osf.io/6q3dz/", + "creators": [ + "Gustav Nilsonne" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Course Structure: Lectures, Lecture Seminars, Practical Sessions, Examination (Essay)\n", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Course; Open Science" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-and-the-climate-crisis.md b/content/curated_resources/open-science-and-the-climate-crisis.md new file mode 100644 index 00000000000..559bafb4ac6 --- /dev/null +++ b/content/curated_resources/open-science-and-the-climate-crisis.md @@ -0,0 +1,44 @@ +{ + "timestamp": "12/18/2024 8:23:26", + "title": "Open science and the climate crisis", + "link_to_resource": "https://doi.org/10.1371/journal.pclm.0000336", + "creators": [ + "Michael J Fell", + "Nicole E Watson", + "Gesche Huebner" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In 2009, the climate research community was rocked by the Climategate controversy, an email leak that allegedly provided evidence of data manipulation [1]. While that allegation was shown to be unsubstantiated [2], it focused the community\u2019s attention on the importance of transparency in generating findings that are both robust, and seen to be robust. Data errors [3] and challenges in reproducing findings [4] have prompted similar self-reflection in the fields of economics and psychology respectively. Energy research has so far avoided a similar crisis of trust. But for how long, and at what cost?", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Open Science Practices", + "Energy Research", + "Climate Research" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Computational reproducibility", + "doi": "10.1371/journal.pclm.0000336", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-challenges-benefits-and-tip.md b/content/curated_resources/open-science-challenges-benefits-and-tip.md new file mode 100644 index 00000000000..cb439d2ac2f --- /dev/null +++ b/content/curated_resources/open-science-challenges-benefits-and-tip.md @@ -0,0 +1,47 @@ +{ + "timestamp": "01/01/2020", + "title": "Open science challenges, benefits and tips in early career and beyond", + "link_to_resource": "https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.3000246", + "creators": [ + "Christopher Allen", + "David M. A. Mehler" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The movement towards open science is a consequence of seemingly pervasive failures to replicate previous research. This transition comes with great benefits but also significant challenges that are likely to affect those who carry out the research, usually early career researchers (ECRs). Here, we describe key benefits, including reputational gains, increased chances of publication, and a broader increase in the reliability of research. The increased chances of publication are supported by exploratory analyses indicating null findings are substantially more likely to be published via open registered reports in comparison to more conventional methods. These benefits are balanced by challenges that we have encountered and that involve increased costs in terms of flexibility, time, and issues with the current incentive structure, all of which seem to affect ECRs acutely. Although there are major obstacles to the early adoption of open science, overall open science practices should benefit both the ECR and improve the quality of research. We review 3 benefits and 3 challenges and provide suggestions from the perspective of ECRs for moving towards open science practices, which we believe scientists and institutions at all levels would do well to consider.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Careers", + "Data", + "Experimental Design", + "Neuroimaging", + "Open Data", + "Open Science", + "Peer Review", + "Reproducibility", + "Statistical Data" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), History of the replication crisis & credibility revolution", + "doi": "10.1371/journal.pbio.3000246", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-clusters-action-for-researc.md b/content/curated_resources/open-science-clusters-action-for-researc.md new file mode 100644 index 00000000000..fffc6c11953 --- /dev/null +++ b/content/curated_resources/open-science-clusters-action-for-researc.md @@ -0,0 +1,64 @@ +{ + "timestamp": "2/20/2025 4:27:12", + "title": "Open Science Clusters Action for Research & Society (OSCARS)", + "link_to_resource": "https://oscars-project.eu/", + "creators": [ + "Giovanni Lamanna", + "Friederike Schmidt-Tremmel", + "Jordi Bodera Sempere", + "Nicoletta Carboni", + "Sally Chambers", + "Romain David", + "Anca Hienola", + "Paul Millar", + "Gary Saunders", + "Andreas Petzold", + "Jonathan Ewbank", + "Jonathan Tedds", + "Bonnie Wolff-Boenisch", + "Darja Fiser", + "Rob Carrillo", + "Maud Coppel", + "Justine Thomas" + ], + "material_type": [ + "Website" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "OSCARS brings together world-class European Research Infrastructures (RIs) in the ESFRI roadmap and beyond to foster the uptake of Open Science in Europe. The thematically oriented RIs are part of the five Science Clusters (Humanities and Social Sciences, Life Sciences, Environmental Sciences, Photon and Neutron Science, Astronomy, Nuclear and Particle Physics), which have strived to enable Open Science by providing FAIR data management policies and practices, and by contributing to a model of federation for thematic services that support both disciplinary communities, multidisciplinary initiatives and the wider public with harmonised models for access to data, tools, workflows and training. Today, the Science Clusters are an integral part of the European Open Science Cloud (EOSC) initiative and, through OSCARS, they continue to contribute to its development and implementation process.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "OSCARS", + "Research Infrastructure", + "Open Science", + "FAIR Data Management" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management, Repositories", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-decoded.md b/content/curated_resources/open-science-decoded.md new file mode 100644 index 00000000000..b700141f18f --- /dev/null +++ b/content/curated_resources/open-science-decoded.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/6/2025 4:45:40", + "title": "Open science decoded", + "link_to_resource": "https://doi.org/10.1038/nphys3313", + "creators": [ + "Hey", + "T.", + "Payne", + "M." + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Granting access to publications and data may be a step towards open science, but it's not enough to ensure reproducibility. Making computer code available is also necessary \u2014 but the emphasis must be on the quality of the programming.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Computer Code" + ], + "forrt_clusters_new": "FAIR data and materials, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Research data management, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1038/nphys3313", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-education-through-student-p.md b/content/curated_resources/open-science-education-through-student-p.md new file mode 100644 index 00000000000..8162fc1910e --- /dev/null +++ b/content/curated_resources/open-science-education-through-student-p.md @@ -0,0 +1,40 @@ +{ + "timestamp": "4/8/2025 9:09:25", + "title": "Open Science education through student participation", + "link_to_resource": "https://forrt.org/pedagogies/003-crep/", + "creators": [ + "Jordan Wagge & Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Interview" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "We are back with a very special Pedagogies, this time including also the perspectives of students on learning about Open Science (OS)! We have three amazing guests: Prof. Dr. Jordan Wagge and her two outstanding undergraduate students, Jasmine Beltran and Amy Hernandez. Over the past years, Jordan has led the way in developing CREP so that it can i) accomplish much needed replications, and ii) provide tools/structure for instructors who desire to train their students in OS. In this FORRT\u2019s Pedagogies, Jordan and her students share their experiences with CREP and their thoughts about the trials and tribulations of involving students in the process of OS. We hope that this can inspire and help many scholars wishing to incorporate more OS into their teaching, mentoring and research.\n\nJordan Wagge is a Professor of Psychology and Cognitive Science at the University of Avila (UA) and the Executive Director of CREP. Her research focuses on three areas including replication work, pedagogy, and critical work studies. She has a strong record supporting the OS movement at all levels - from her teaching philosophy, to the development of open teaching materials and resources, and the involvement of students in OS training and practice. But be sure to learn more about Jordan from her website (all links posted below). We are also joined by Jasmine Beltran and Amy Hernandez, Jordan\u2019s students, who have experienced the implementation of CREP in their classrooms first hand. They discuss their perspective as a student, their challenges, and the benefits they gained through this process.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "CREP; Pedagogy" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-hardware-and-space-research.md b/content/curated_resources/open-science-hardware-and-space-research.md new file mode 100644 index 00000000000..910b4082229 --- /dev/null +++ b/content/curated_resources/open-science-hardware-and-space-research.md @@ -0,0 +1,47 @@ +{ + "timestamp": "1/9/2025 10:20:00", + "title": "Open Science Hardware and Space Research", + "link_to_resource": "https://doi.org/10.5281/zenodo.10054521", + "creators": [ + "Hsing", + "Pen-Yuan\nParker", + "Alison\nGoguichvili", + "Sophie\nJohns", + "Brianna\nHe", + "Richard\nMoudgalya", + "Pranav\nGunn", + "Allen" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "N.A.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-SA", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Physical Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Hardware", + "Open Source Hardware", + "Space Research" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories", + "doi": "10.5281/zenodo.10054521", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-in-dementia-care-embedded-p.md b/content/curated_resources/open-science-in-dementia-care-embedded-p.md new file mode 100644 index 00000000000..094e3495891 --- /dev/null +++ b/content/curated_resources/open-science-in-dementia-care-embedded-p.md @@ -0,0 +1,47 @@ +{ + "timestamp": "10/27/2023 10:54:19", + "title": "Open science in dementia care embedded pragmatic clinical trials", + "link_to_resource": "https://doi.org/10.1037/pag0000644", + "creators": [ + "Zachary G. Baker", + "Allison M. Gustavson", + "Lauren L. Mitchell", + "Joseph E. Gaugler" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Few dementia care interventions have been translated to healthcare contexts for those who need them. Embedded pragmatic clinical trials (ePCTs) are one design that can expedite the timeframe of research translation to clinical practice. As the National Institutes of Health (NIH) and other funders commit immense new resources to increasing the nation\u2019s capacity to conduct dementia care ePCTs, we call on psychologists to employ their extensive expertise in open science to improve the quality of dementia care ePCTs. This article provides several recommendations to enhance the transparency and reporting rigor of ePCTs in dementia care and other chronic disease contexts. We illustrate these recommendations in the context of a recent pilot pragmatic trial known as the Porchlight Project. Porchlight provided training to volunteers who serve clients and caregivers to help them provide more \u201cdementia capable\u201d support. Notably this trial did not include a special effort to make use of open science practices. We discuss the benefits and costs had the Porchlight Project incorporated open science principles.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Embedded Pragmatic Clinical Trials", + "Open Science", + "Dementia Care" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Socially Responsible Research", + "doi": "10.1037/pag0000644", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-in-latin-america.md b/content/curated_resources/open-science-in-latin-america.md new file mode 100644 index 00000000000..2a14721ad8d --- /dev/null +++ b/content/curated_resources/open-science-in-latin-america.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Science in Latin America", + "link_to_resource": "https://www.youtube.com/watch?v=WwZH2MCz-q0", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Note: This webinar was presented in Spanish. The slides presented during this webinar can be found here:https://osf.io/6qnse/ The slides presented during this seminar can be found here: https://osf.io/6qnse/ Este seminario web se centrar\u00e1 en el estado de la ciencia abierta en Am\u00e9rica Latina, desde los esfuerzos de los investigadores individuales para abrir sus flujos de trabajo, herramientas para ayudar a los investigadores a ser abiertos y nuevas redes e iniciativas prometedoras en ciencia abierta. Ricardo Hartley (@ametodico) es profesor de metodolog\u00eda de la investigaci\u00f3n de la Universidad Central de Chile, investigador en biolog\u00eda de la reproducci\u00f3n y en comunicaci\u00f3n - valoraci\u00f3n del conocimiento. Organizador de las OpenCon Santiago 2016 y 2017 y embajador COS. Erin McKiernan es profesora del Departamento de F\u00edsica, Programa de F\u00edsica Biom\u00e9dica de la Universidad Nacional Aut\u00f3noma de M\u00e9xico. Tambi\u00e9n es la fundadora del Why Open Research? proyecto, un sitio educativo para que los investigadores aprendan c\u00f3mo compartir su trabajo, financiado en parte por la Fundaci\u00f3n Shuttleworth. Fernan Federici Noe es profesor asistente e investigador de la Universidad Cat\u00f3lica de Chile y fellow internacional del OpenPlant Synthetic Biology Center, University of Cambridge. Fernan es miembro del Global For Open Science Hardware (GOSH) y TECNOx (www.tecnox.org).", + "language": [ + "Spanish" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Research data management, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-in-sport-and-exercise-psych.md b/content/curated_resources/open-science-in-sport-and-exercise-psych.md new file mode 100644 index 00000000000..e588423c15f --- /dev/null +++ b/content/curated_resources/open-science-in-sport-and-exercise-psych.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-08T18:20:48.021Z", + "title": "Open Science in Sport and Exercise Psychology: Review of Current Approaches and Considerations for Qualitative Inquiry", + "link_to_resource": "https://doi.org/10.1016/j.psychsport.2017.12.010", + "creators": [ + "Tamminen", + "K.A. and Poucher", + "Z.A." + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Open science practices including open access (OA) publication, open methods, study preregistration, and open data are gaining acceptance across diverse fields of research. These practices are promoted as strategies to improve the reproducibility of research findings and the replicability of studies to accumulate knowledge and advance science. However, these arguments may raise concerns for qualitative researchers, and open science practices pose several challenges for qualitative researchers. The purpose of this paper is: (1) to review the state of open science practices within sport and exercise psychology, and (2) to discuss the implications of open science for qualitative inquiry. We examined open science practices across quantitative and qualitative articles in 11 sport and exercise psychology journals. While OA publication is a relatively recent phenomenon, OA articles were cited slightly more often than non-OA articles, although this difference was not significant. Some researchers provided supplementary materials alongside published articles, but researchers do not appear to be openly sharing the methods and data from their studies. No articles were published as preregistered studies at the time of our review. Some benefits of open science practices for qualitative inquiry include transparent documentation of the research process, opportunities for collaborative and pluralistic analyses, access to data across multiple research sites and from difficult-to-access settings and participants, and opportunities for teaching qualitative inquiry. We conclude by addressing several key questions including participant consent, confidentiality and anonymity, analyzing de-contextualized qualitative data, storing and accessing data, study preregistration, and the principle of emergent design within qualitative inquiry.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Qualitative Research", + "forrt_sub_clusters": "Qualitative approaches to open science", + "doi": "10.1016/j.psychsport.2017.12.010", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-inclusive-psychology.md b/content/curated_resources/open-science-inclusive-psychology.md new file mode 100644 index 00000000000..22c9ef765dc --- /dev/null +++ b/content/curated_resources/open-science-inclusive-psychology.md @@ -0,0 +1,48 @@ +{ + "timestamp": "10/14/2021 13:46:56", + "title": "Open Science & Inclusive Psychology", + "link_to_resource": "https://osf.io/sg9ej/", + "creators": [ + "Benjamin Le" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This course is an introduction to the Open Science approach to psychology. We will investigate if how the field has experienced a \u201creplicability crisis\u201d and explore the potential structural and methodological factors that may be creating false positives within the psychological literature, using case studies of particular research topics in social/personality and cognitive psychology. Students will learn about advances in methods and novel approaches to conducting research that have been developed in response to critiques of past practices. The process of scientific publishing and alternative models of disseminating knowledge will be examined, along with issues of civil and productive scientific discourse and community-building in the social media era. We will discuss issues of inclusivity and accessibility in psychological science, as well as pathways to conducting research in academic and industry settings.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research", + "Academic Life and Culture" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Inclusivity", + "Diversity", + "Equity" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Inclusion", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-interventions-to-improve-re.md b/content/curated_resources/open-science-interventions-to-improve-re.md new file mode 100644 index 00000000000..66111c01ed7 --- /dev/null +++ b/content/curated_resources/open-science-interventions-to-improve-re.md @@ -0,0 +1,61 @@ +{ + "timestamp": "2/13/2025 9:31:00", + "title": "Open Science interventions to improve reproducibility and replicability of research: a scoping review preprint", + "link_to_resource": "https://doi.org/10.31222/osf.io/a8rmu", + "creators": [ + "Leonie Dudda", + "Eva Kormann", + "Magdalena Kozula", + "Nicholas J DeVito", + "Thomas Klebel", + "Ayu Putu Madri Dewi", + "Ren\u00e9 Spijker", + "Inge Stegeman", + "Veerle Van den Eynden", + "Tony Ross-Hellauer", + "and Mariska Leeflang" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Various interventions \u2013 especially those related to open science \u2013 have been proposed to improve the reproducibility and replicability of scientific research. To assess whether and which interventions have been formally tested for their effectiveness in improving reproducibility and replicability, we conducted a scoping review of the literature on interventions to improve reproducibility. We systematically searched Medline, Embase, Web of Science, PsycINFO, Scopus and Eric, on August 18, 2023. Grey literature was requested from experts in the fields of reproducibility and open science. Any study empirically evaluating the effectiveness of interventions aimed at improving the reproducibility or replicability of scientific methods and findings was included. An intervention could be any action taken by either individual researchers or scientific institutions (e.g., research institutes, publishers and funders). We summarized the retrieved evidence narratively and in an evidence gap map. Of the 104 distinct studies we included, 15 directly measured the effect of an intervention on reproducibility or replicability, while the other research questions addressed a proxy outcome that might be expected to increase reproducibility or replicability, such as data sharing, methods transparency or preregistration. Thirty research questions within included studies were non-comparative and 27 were comparative but cross-sectional, precluding any causal inference. Possible limitations of our review may be the search and selection strategy, which was done by a large team including researchers from different disciplines and different expertise levels. Despite studies investigating a range of interventions and addressing various outcomes, our findings indicate that in general the evidence-base for which various interventions to improve reproducibility of research remains remarkably limited in many respects.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials" + ], + "tags": [ + "Data Sharing", + "Ethics", + "Open Science", + "Replicability", + "Reporting Guidelines", + "Reproducibility", + "Research Integrity" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Collection of large scale replications", + "doi": "10.31222/osf.io/a8rmu", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-interventions-to-improve-re_2.md b/content/curated_resources/open-science-interventions-to-improve-re_2.md new file mode 100644 index 00000000000..e22573f4ca7 --- /dev/null +++ b/content/curated_resources/open-science-interventions-to-improve-re_2.md @@ -0,0 +1,56 @@ +{ + "timestamp": "2/13/2025 9:59:50", + "title": "Open Science interventions to improve reproducibility and replicability of research: a scoping review preprint", + "link_to_resource": "https://doi.org/10.31222/osf.io/a8rmu", + "creators": [ + "Leonie Dudda", + "Eva Kormann", + "Magdalena Kozula", + "Nicholas J DeVito", + "Thomas Klebel", + "Ayu Putu Madri Dewi", + "Ren\u00e9 Spijker", + "Inge Stegeman", + "Veerle Van den Eynden", + "Tony Ross-Hellauer", + "and Mariska Leeflang" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Various interventions \u2013 especially those related to open science \u2013 have been proposed to improve the reproducibility and replicability of scientific research. To assess whether and which interventions have been formally tested for their effectiveness in improving reproducibility and replicability, we conducted a scoping review of the literature on interventions to improve reproducibility. We systematically searched Medline, Embase, Web of Science, PsycINFO, Scopus and Eric, on August 18, 2023. Grey literature was requested from experts in the fields of reproducibility and open science. Any study empirically evaluating the effectiveness of interventions aimed at improving the reproducibility or replicability of scientific methods and findings was included. An intervention could be any action taken by either individual researchers or scientific institutions (e.g., research institutes, publishers and funders). We summarized the retrieved evidence narratively and in an evidence gap map. Of the 104 distinct studies we included, 15 directly measured the effect of an intervention on reproducibility or replicability, while the other research questions addressed a proxy outcome that might be expected to increase reproducibility or replicability, such as data sharing, methods transparency or preregistration. Thirty research questions within included studies were non-comparative and 27 were comparative but cross-sectional, precluding any causal inference. Possible limitations of our review may be the search and selection strategy, which was done by a large team including researchers from different disciplines and different expertise levels. Despite studies investigating a range of interventions and addressing various outcomes, our findings indicate that in general the evidence-base for which various interventions to improve reproducibility of research remains remarkably limited in many respects.\n", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Data Sharing", + "Ethics", + "Open Science", + "Replicability", + "Reporting Guidelines", + "Reproducibility Research Integrity" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.31222/osf.io/a8rmu", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-is-for-aging-research-too.md b/content/curated_resources/open-science-is-for-aging-research-too.md new file mode 100644 index 00000000000..2ab8b089900 --- /dev/null +++ b/content/curated_resources/open-science-is-for-aging-research-too.md @@ -0,0 +1,38 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Science is for Aging Research, Too", + "link_to_resource": "https://academic.oup.com/innovateage/article/3/4/igz028/5560155", + "creators": [ + "Isaacowitz Derek M", + "Lind Majse" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "In response to concerns about the replicability of published research, some disciplines have used open science practices to try to enhance the credibility of published findings. Gerontology has been slow to embrace these changes. We argue that open science is important for aging research, both to reduce questionable research practices that may also be prevalent in the field (such as too many reported significant age differences in the literature, underpowered studies, hypothesizing after the results are known, and lack of belief updating when findings do not support theories), as well as to make research in the field more transparent overall. To ensure the credibility of gerontology research moving forward, we suggest concrete ways to incorporate open science into gerontology research: for example, by using available preregistration templates adaptable to a variety of study designs typical for aging research (even secondary analyses of existing data). Larger sample sizes may be achieved by many-lab collaborations. Though using open science practices may make some aspects of gerontology research more challenging, we believe that gerontology needs open science to ensure credibility now and in the future.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Aging Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-made-easy.md b/content/curated_resources/open-science-made-easy.md new file mode 100644 index 00000000000..00e525ac933 --- /dev/null +++ b/content/curated_resources/open-science-made-easy.md @@ -0,0 +1,47 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Science Made Easy", + "link_to_resource": "https://osf.io/hktmf/", + "creators": [ + "Felix Sch\u00f6nbrodt", + "Friederike Hendriks", + "Mitja Back", + "Network for Open Science Initiatives" + ], + "material_type": [ + "Diagram/Illustration" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "7 steps towards transparent and reproducible research", + "language": [ + "English", + "German" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Reproducibility", + "Researchers" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-manual.md b/content/curated_resources/open-science-manual.md new file mode 100644 index 00000000000..c04937d639c --- /dev/null +++ b/content/curated_resources/open-science-manual.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Science Manual", + "link_to_resource": "https://docs.google.com/document/d/1oMkTCEFtOq_DB0eoNiyk-B5QCgL6sVSF5pVvD1ONZDc/edit", + "creators": [ + "Benjamin Le" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "About This Document: This manual was assembled and is being updated by Professor Benjamin Le (@benjaminle), who is on the faculty in the Department of Psychology at Haverford College. The primary goal of this text is to provide guidance to his senior thesis students on how to conduct research in his lab by working within general principles that promote research transparency using the specific open science practices described here. While it is aimed at undergraduate psychology students, hopefully it will be of use to other faculty/researchers/students who are interested in adopting open science practices in their labs.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-nc", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Materials", + "Policy", + "Publishing", + "Reproducibility", + "Researchers", + "Students" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution, Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate), Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-many-hands-make-light-work.md b/content/curated_resources/open-science-many-hands-make-light-work.md new file mode 100644 index 00000000000..4e2f4157aca --- /dev/null +++ b/content/curated_resources/open-science-many-hands-make-light-work.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-16T11:34:46.639Z", + "title": "Open science: many hands make light work", + "link_to_resource": "https://jiscpodcast.libsyn.com/open-science-many-hands-make-light-work", + "creators": [ + "Jisc" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Podcast" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Open science has been highlighted as one of the priorities of the Dutch presidency of the European Union in 2016. Matthew Dovey discusses the motivations behind the open science movement and why initiatives to support it are more important than ever. Read his original blog.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Podcast", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "FAIR data and materials, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Reasons to share data and materials, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-practices-are-on-the-rise-t.md b/content/curated_resources/open-science-practices-are-on-the-rise-t.md new file mode 100644 index 00000000000..3106c2e1b78 --- /dev/null +++ b/content/curated_resources/open-science-practices-are-on-the-rise-t.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Science Practices are on the Rise: The State of Social Science (3S) Survey", + "link_to_resource": "https://osf.io/preprints/metaarxiv/5rksu/", + "creators": [ + "David J. Birke", + "Edward Miguel", + "Elizabeth Levy Paluck", + "Garret Christensen", + "Nicholas Swanson", + "Rebecca Littman", + "Zenan Wang" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Has there been meaningful movement toward open science practices within the social sciences in recent years? Discussions about changes in practices such as posting data and pre-registering analyses have been marked by controversy\u2014including controversy over the extent to which change has taken place. This study, based on the State of Social Science (3S) Survey, provides the first comprehensive assessment of awareness of, attitudes towards, perceived norms regarding, and adoption of open science practices within a broadly representative sample of scholars from four major social science disciplines: economics, political science, psychology, and sociology. We observe a steep increase in adoption: as of 2017, over 80% of scholars had used at least one such practice, rising from one quarter a decade earlier. Attitudes toward research transparency are on average similar between older and younger scholars, but the paceof change differs by field and methodology. According with theories of normal science and scientific change, the timing of increases in adoption coincides with technological innovations and institutional policies. Patterns are consistent with most scholars underestimating the trend toward open science in their discipline.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Economics", + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Meta-research, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-practices-are-on-the-rise-t_2.md b/content/curated_resources/open-science-practices-are-on-the-rise-t_2.md new file mode 100644 index 00000000000..34cedd7c01e --- /dev/null +++ b/content/curated_resources/open-science-practices-are-on-the-rise-t_2.md @@ -0,0 +1,50 @@ +{ + "timestamp": "2/13/2025 6:39:45", + "title": "Open Science Practices are on the Rise: The State of Social Science (3S) Survey", + "link_to_resource": "https://escholarship.org/uc/item/0hx0207r", + "creators": [ + "Christensen", + "Garret; Wang", + "Zenan; Levy Paluck", + "Elizabeth; Swanson", + "Nicholas; Birke", + "David; Miguel", + "Edward; Littman", + "Rebecca" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Has there been meaningful movement toward open sci-ence practices within the social sciences in recent years? Discussions about changes in practices such as posting data and pre-registering analyses have been marked by controversy\u2014including controversy over the extent to which change has taken place. This study, based on the State of Social Science (3S) Survey, provides the first com-prehensive assessment of awareness of, attitudes towards, perceived norms regarding, and adoption of open science practices within a broadly representative sample of scholars from four major social science disciplines: economics, political science, psychology, and so-ciology. We observe a steep increase in adoption: as of 2017, over 80% of scholars had used at least one such practice, rising from one quarter a decade earlier. Attitudes toward research transpar-ency are on average similar between older and younger scholars, but the pace of change di\u02d9ers by field and methodology. According with theories of normal science and scientific change, the timing of increases in adoption coincides with technological innovations and institutional policies. Patterns are consistent with most scholars underestimating the trend toward open science in their discipline.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Social Sciences", + "Open Science", + "State of Social Science (S3) Survey", + "Attitudes towards Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-practices-in-psychiatric-ge.md b/content/curated_resources/open-science-practices-in-psychiatric-ge.md new file mode 100644 index 00000000000..57d5ce67bf8 --- /dev/null +++ b/content/curated_resources/open-science-practices-in-psychiatric-ge.md @@ -0,0 +1,49 @@ +{ + "timestamp": "12/18/2024 7:59:05", + "title": "Open Science Practices in Psychiatric Genetics: A Primer", + "link_to_resource": "https://doi.org/10.1016/j.bpsgos.2023.08.007", + "creators": [ + "Adrianna P. K\u0119pi\u0144ska", + "Jessica S Johnson", + "Laura M Huckins" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Open science ensures that research is transparently reported and freely accessible for all to assess and collaboratively build on. Psychiatric genetics has led among the health sciences in implementing some open science practices in common study designs, such as replication as part of genome-wide association studies. However, thorough open science implementation guidelines are limited and largely not specific to data, privacy, and research conduct challenges in psychiatric genetics. Here, we present a primer of open science practices, including selection of a research topic with patients/nonacademic collaborators, equitable authorship and citation practices, design of replicable, reproducible studies, preregistrations, open data, and privacy issues. We provide tips for informative figures and inclusive, precise reporting. We discuss considerations in working with nonacademic collaborators and distributing research through preprints, blogs, social media, and accessible lecture materials. Finally, we provide extra resources to support every step of the research process.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Equity", + "Methodology", + "Open Access", + "Open Science", + "Psychiatric Genetics", + "Reproducibility" + ], + "forrt_clusters_new": "FAIR data and materials, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Reasons to share data and materials, Ethical considerations for improved practices", + "doi": "10.1016/j.bpsgos.2023.08.007", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-practices-need-substantial.md b/content/curated_resources/open-science-practices-need-substantial.md new file mode 100644 index 00000000000..ec8e5aeb035 --- /dev/null +++ b/content/curated_resources/open-science-practices-need-substantial.md @@ -0,0 +1,55 @@ +{ + "timestamp": "10/30/2023 10:48:23", + "title": "Open Science Practices Need Substantial Improvement in Prognostic Model Studies in Oncology Using Machine Learning", + "link_to_resource": "https://doi.org/10.1016/j.jclinepi.2023.10.015", + "creators": [ + "Gary S. Collins", + "Rebecca Whittle", + "Garrett S. Bullock", + "Patricia Logullo", + "Paula Dhiman", + "Jennifer A. de Beyer", + "Richard D. Riley", + "Michael M. Schlussel" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Objective: To describe the frequency of open science practices in a contemporary sample of studies developing prognostic models using machine-learning methods in the field of oncology. \n\nStudy design and setting: We conducted a systematic review, searching the MEDLINE database between 01/12/2022 and 31/12/2022 for studies developing a multivariable prognostic model using machine-learning methods (as defined by the authors) in oncology. Two authors independently screened records and extracted open science practices. \n\nResults: We identified 46 publications describing the development of a multivariable prognostic model. The adoption of open science principles was poor. Only one study reported availability of a study protocol, and only one study was registered. Funding statements and conflicts of interest statements were common. Thirty-five studies (76%) provided data-sharing statements, with 21 (46%) indicating data were available on request to the authors and 7 declaring data sharing was not applicable. Two studies (4%) shared data. Only 12 studies (26%) provided code-sharing statements, including 2 (4%) that indicated the code was available on request to the authors. Only 11 studies (24%) provided sufficient information to allow their to model to be used in practice. The use of reporting guidelines was rare: 8 studies (18%) mentioning using a reporting guideline, with 4 (10%) using the TRIPOD statement, 1 (2%) using MI-CLAIM and CONSORT-AI, 1 (2%) using STROBE, 1 (2%) using STARD, and 1 (2%) using TREND. \n\nConclusion: The adoption of open science principles in oncology studies developing prognostic models using machine-learning methods is poor. Guidance and an increased awareness of benefits and best practices of open science is needed for prediction research in oncology. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Open Science", + "Prognosis", + "Machine Learning", + "Reporting", + "Data Sharing", + "Code Sharing" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Tools to check yourself and others", + "doi": "10.1016/j.jclinepi.2023.10.015", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-retreat.md b/content/curated_resources/open-science-retreat.md new file mode 100644 index 00000000000..ea1c8c8a7ff --- /dev/null +++ b/content/curated_resources/open-science-retreat.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/27/2025 6:05:16", + "title": "Open Science Retreat ", + "link_to_resource": "https://openscienceretreat.zbw.eu/review/", + "creators": [ + "Leibniz Information Centre for Economics" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Dialogue on openness, transparency and science on communication in the digital age", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Career and Technical Education", + "Education", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Open Science Retreat" + ], + "forrt_clusters_new": "Ways of Working, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Science communication and public outreach", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-saves-lives-lessons-from-th.md b/content/curated_resources/open-science-saves-lives-lessons-from-th.md new file mode 100644 index 00000000000..1e111c03c67 --- /dev/null +++ b/content/curated_resources/open-science-saves-lives-lessons-from-th.md @@ -0,0 +1,46 @@ +{ + "timestamp": "10/31/2020 13:16:26", + "title": "Open Science Saves Lives: Lessons from the COVID-19 Pandemic", + "link_to_resource": "https://www.biorxiv.org/content/10.1101/2020.08.13.249847v2", + "creators": [ + "Lonni Besan\u00e7on et al." + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "In the last decade Open Science principles, such as Open Access, study preregistration, use of preprints, making available data and code, and open peer review, have been successfully advocated for and are being slowly adopted in many different research communities. In response to the COVID-19 pandemic many publishers and researchers have sped up their adoption of some of these Open Science practices, sometimes embracing them fully and sometimes partially or in a sub-optimal manner. In this article, we express concerns about the violation of some of the Open Science principles and its potential impact on the quality of research output. We provide evidence of the misuses of these principles at different stages of the scientific process. We call for a wider adoption of Open Science practices in the hope that this work will encourage a broader endorsement of Open Science principles and serve as a reminder that science should always be a rigorous process, reliable and transparent, especially in the context of a pandemic where research findings are being translated into practice even more rapidly. We provide all data and scripts at https://osf.io/renxy/.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Policy maker" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Open science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1101/2020.08.13.249847v2", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-saves-lives-lessons-from-th_2.md b/content/curated_resources/open-science-saves-lives-lessons-from-th_2.md new file mode 100644 index 00000000000..f81125b8154 --- /dev/null +++ b/content/curated_resources/open-science-saves-lives-lessons-from-th_2.md @@ -0,0 +1,53 @@ +{ + "timestamp": "2/27/2025 4:40:26", + "title": "Open science saves lives: lessons from the COVID-19 pandemic", + "link_to_resource": "https://doi.org/10.1186/s12874-021-01304-y", + "creators": [ + "Lonni Besan\u00e7on", + "Nathan Peiffer-Smadja", + "Corentin Segalas", + "Haiting Jiang", + "Paola Masuzzo", + "Cooper Smout", + "Eric Billy", + "Maxime Deforet & Cl\u00e9mence Leyrat" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In the last decade Open Science principles have been successfully advocated for and are being slowly adopted in different research communities. In response to the COVID-19 pandemic many publishers and researchers have sped up their adoption of Open Science practices, sometimes embracing them fully and sometimes partially or in a sub-optimal manner. In this article, we express concerns about the violation of some of the Open Science principles and its potential impact on the quality of research output. We provide evidence of the misuses of these principles at different stages of the scientific process. We call for a wider adoption of Open Science practices in the hope that this work will encourage a broader endorsement of Open Science principles and serve as a reminder that science should always be a rigorous process, reliable and transparent, especially in the context of a pandemic where research findings are being translated into practice even more rapidly. We provide all data and scripts at https://osf.io/renxy/.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Peer Review", + "Methodology", + "COVID-19" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Socially Responsible Research", + "doi": "10.1186/s12874-021-01304-y", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-seminar-how-to-do-credible.md b/content/curated_resources/open-science-seminar-how-to-do-credible.md new file mode 100644 index 00000000000..c0a5b0e27bb --- /dev/null +++ b/content/curated_resources/open-science-seminar-how-to-do-credible.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 16:08:00", + "title": "Open Science Seminar: How to do credible research with a high informational value (and how not to do it)", + "link_to_resource": "https://osf.io/9cd7h/", + "creators": [ + "Felix Sch\u00f6nbrodt" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Students have an overview about the \"historical\" developments and debates of the replication movement in the last years, understand questionable research practices (QRPs) and publication bias and how their prevalence distorts the scientific record.\u2022can judge the quality of (set of) studies based on cues and formally (p-curve, R-index, power, etc.).\u2022know best practices for a reproducible workflow using Rmarkdown, Open Science Framework, and other tools.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Conceptual and statistical knowledge" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Tools to check yourself and others, Questionable research practices & their prevalence, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-session-gsa-2019.md b/content/curated_resources/open-science-session-gsa-2019.md new file mode 100644 index 00000000000..78e657ddce4 --- /dev/null +++ b/content/curated_resources/open-science-session-gsa-2019.md @@ -0,0 +1,41 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Science Session GSA 2019", + "link_to_resource": "https://osf.io/yvrch/", + "creators": [ + "Derek Isaacowitz" + ], + "material_type": [ + "Lecture Notes" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Open Science Session GSA 2019", + "language": [ + "English" + ], + "conditions_of_use": "public-domain", + "primary_user": [ + "" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Aging", + "Gerontology", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-sprint-content.md b/content/curated_resources/open-science-sprint-content.md new file mode 100644 index 00000000000..2b9a05ba706 --- /dev/null +++ b/content/curated_resources/open-science-sprint-content.md @@ -0,0 +1,47 @@ +{ + "timestamp": "4/18/2026 4:40:42", + "title": "Open Science Sprint Content", + "link_to_resource": "https://opensciency.github.io/sprint-content/", + "creators": [ + "OpenSciency Contributors" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This website offers an open science curriculum that was created by a global community of practitioners and scholars. It offers resources for teaching and studying open science techniques and was created as a part of the NASA Transform to Open Science (TOPS) effort. The resource is made to be freely evaluated, enhanced, and repurposed by the scientific community, encouraging flexible and cooperative methods of teaching open science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Reproducibility", + "Preregistration", + "Open Data", + "Collaborative Learning", + "Teaching Resource", + "Research Methods" + ], + "forrt_clusters_new": "", + "forrt_sub_clusters": "", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-takes-on-the-coronavirus-pa.md b/content/curated_resources/open-science-takes-on-the-coronavirus-pa.md new file mode 100644 index 00000000000..a392039150c --- /dev/null +++ b/content/curated_resources/open-science-takes-on-the-coronavirus-pa.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/2/2023 17:33:21", + "title": "Open science takes on the coronavirus pandemic", + "link_to_resource": "https://doi.org/10.1038/d41586-020-01246-3", + "creators": [ + "Mark Zastrow" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Data sharing, open-source designs for medical equipment, and hobbyists are all being harnessed to combat COVID-19.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "COVID-19", + "Pandemic" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Ways of Working", + "forrt_sub_clusters": "Community science, Socially Responsible Research", + "doi": "10.1038/d41586-020-01246-3", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-teaching.md b/content/curated_resources/open-science-teaching.md new file mode 100644 index 00000000000..464ee90db57 --- /dev/null +++ b/content/curated_resources/open-science-teaching.md @@ -0,0 +1,41 @@ +{ + "timestamp": "6/10/2025 13:57:37", + "title": "Open science teaching", + "link_to_resource": "https://osf.io/er7xk/", + "creators": [ + "Sanjay Srivastava" + ], + "material_type": [ + "Activity/Lab", + "Lesson", + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": " Syllabi and other materials from seminars I've taught on open science", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration", + "Open Data and Materials" + ], + "tags": [ + "Replicable Science; Psychology" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-the-replication-crisis-and.md b/content/curated_resources/open-science-the-replication-crisis-and.md new file mode 100644 index 00000000000..9e2ec8b48dd --- /dev/null +++ b/content/curated_resources/open-science-the-replication-crisis-and.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/27/2025 8:47:00", + "title": "Open science, the replication crisis, and environmental public health", + "link_to_resource": "https://doi.org/10.1080/08989621.2021.1962713", + "creators": [ + "Daniel J. Hicks" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Concerns about a crisis of mass irreplicability across scientific fields (\u201cthe replication crisis\u201d) have stimulated a movement for open science, encouraging or even requiring researchers to publish their raw data and analysis code. Recently, a rule at the US Environmental Protection Agency (US EPA) would have imposed a strong open data requirement. The rule prompted significant public discussion about whether open science practices are appropriate for fields of environmental public health. The aims of this paper are to assess (1) whether the replication crisis extends to fields of environmental public health; and (2) in general whether open science requirements can address the replication crisis. There is little empirical evidence for or against mass irreplicability in environmental public health specifically. Without such evidence, strong claims about whether the replication crisis extends to environmental public health \u2013 or not \u2013 seem premature. By distinguishing three concepts \u2013 reproducibility, replicability, and robustness \u2013 it is clear that open data initiatives can promote reproducibility and robustness but do little to promote replicability. I conclude by reviewing some of the other benefits of open science, and offer some suggestions for funding streams to mitigate the costs of adoption of open science practices in environmental public health.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Replication Crisis", + "Open Science", + "Environmental Public Health", + "Environmental Policy" + ], + "forrt_clusters_new": "FAIR data and materials, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Reasons not to share: Privacy and security considerations, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1080/08989621.2021.1962713", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-toolbox.md b/content/curated_resources/open-science-toolbox.md new file mode 100644 index 00000000000..4e70ad46344 --- /dev/null +++ b/content/curated_resources/open-science-toolbox.md @@ -0,0 +1,47 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Science Toolbox", + "link_to_resource": "https://www.osc.uni-muenchen.de/toolbox/index.html", + "creators": [ + "Lutz Heil" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "There is a vast body of helpful tools that can be used in order to foster Open Science practices. For reasons of clarity, this toolbox aims at providing only a selection of links to these resources and tools. Our goal is to give a short overview on possibilities of how to enhance your Open Science practices without consuming too much of your time.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Materials", + "Open Scholarship Guidelines", + "Policy", + "Publishing", + "Reproducibility", + "Researchers" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-training-handbook.md b/content/curated_resources/open-science-training-handbook.md new file mode 100644 index 00000000000..8298de141d3 --- /dev/null +++ b/content/curated_resources/open-science-training-handbook.md @@ -0,0 +1,60 @@ +{ + "timestamp": "2/20/2025 6:04:36", + "title": "Open Science Training Handbook", + "link_to_resource": "https://github.com/Open-Science-Training-Handbook", + "creators": [ + "Fotis E. Psomopoulos", + "Jos\u00e9 Carvalho", + "Rosario Rogel-Salazar", + "Roberta Moscon" + ], + "material_type": [ + "Github Repository" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Github Repository for the Open Science Training Handbook", + "language": [ + "English", + "French", + "Spanish", + "German", + "Portugese", + "Turkish", + "Greek", + "Slovak", + "Italian", + "Chinese" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "FOSTER", + "Open Science", + "Handbook", + "Training" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-training-in-triple.md b/content/curated_resources/open-science-training-in-triple.md new file mode 100644 index 00000000000..6a8dddbfb00 --- /dev/null +++ b/content/curated_resources/open-science-training-in-triple.md @@ -0,0 +1,53 @@ +{ + "timestamp": "9/5/2023 10:31:31", + "title": "Open Science Training in TRIPLE", + "link_to_resource": "https://doi.org/10.12688%2Fopenreseurope.15430.2", + "creators": [ + "Lottie Provost", + "Francesca Di Donato", + "Erzs\u00e9bet T\u00f3th-Czifra", + "Suzanne Dumouchel", + "Emilie Bloti\u00e8re", + "Yin Chen" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This case study focuses on the online training activities on Open Science delivered within the H2020 project Transforming Research through Innovative Practices for Linked Interdisciplinary Exploration (TRIPLE, Grant Agreement 863420). The project is dedicated to building a discovery platform for the Social Sciences and Humanities (SSH) and is committed to promoting and supporting the uptake of Open Science within research practices.\n\nIn order to address SSH research and training communities\u2019 needs for enhanced competencies on Open Science and for stronger support in the Findable, Accessible, Interoperable, Reusable (FAIR) management of digital training materials, two reusable outputs were produced. The work carried out is presented as a novel approach to tackle the issues related to FAIRifying research and training practices and to create training resources whose reusability and relevance reaches beyond the project lifetime and framework. The case study presents the methods by which the results were produced so as to encourage and enable their future adaptation and reuse.\n\nThe TRIPLE Open Science training series (result 1) targets SSH researchers, research support personnel and infrastructure developers in need of practical tools and specific skills to integrate Open Science practices in their workflows. The training series provides 12 competence-oriented online training events in Open Access whose training materials are available as Open Educational Resources (OER).\n\nThe TRIPLE Training Toolkit (result 2) targets training organisers and research performing organisations who wish to design and manage training events as OERs and increase the impact of their training following good practice. The Toolkit is an easily reproducible workflow designed to help trainers minimise the time they spend in managing training events following FAIR practice. The workflow follows a FAIR-by-design method to address the frequent findability and reusability issues related to the management of digital training resources.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Training and Education", + "FAIR data", + "EOSC", + "Scholarly Practice", + "Project Management" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "10.12688%2Fopenreseurope.15430.2", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-what-why-and-how.md b/content/curated_resources/open-science-what-why-and-how.md new file mode 100644 index 00000000000..90db1c1952b --- /dev/null +++ b/content/curated_resources/open-science-what-why-and-how.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-06-08T18:24:57.469Z", + "title": "Open Science: What, Why, and How", + "link_to_resource": "https://psyarxiv.com/ak6jr/", + "creators": [ + "Bobbie Spellman", + "Elizabeth Gilbert and Katherine Corker" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Open Science is a collection of actions designed to make scientific processes more transparent and results more accessible. Its goal is to build a more replicable and robust science; it does so using new technologies, altering incentives, and changing attitudes. The current movement towards open science was spurred, in part, by a recent \u201cseries of unfortunate events\u201d within psychology and other sciences. These events include the large number of studies that have failed to replicate and the prevalence of common research and publication procedures that could explain why. Many journals and funding agencies now encourage, require, or reward some open science practices, including pre-registration, providing full materials, posting data, distinguishing between exploratory and confirmatory analyses, and running replication studies. Individuals can practice and encourage open science in their many roles as researchers, authors, reviewers, editors, teachers, and members of hiring, tenure, promotion, and awards committees. A plethora of resources are available to help scientists, and science, achieve these goals.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science-workshop-materials-of-the-l.md b/content/curated_resources/open-science-workshop-materials-of-the-l.md new file mode 100644 index 00000000000..64659db0d85 --- /dev/null +++ b/content/curated_resources/open-science-workshop-materials-of-the-l.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 12:33:52", + "title": "Open Science Workshop Materials of the LMU Open Science Center", + "link_to_resource": "https://osf.io/zjrhu/", + "creators": [ + "Angelika Stefan Felix Sch\u00f6nbrodt and Lena Schiestel" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Open Science workshop materials created at LMU Munich, available for everyone under a CC-BY license. Look in the README folder for more information.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Conceptual and statistical knowledge" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-science.md b/content/curated_resources/open-science.md new file mode 100644 index 00000000000..5ce7c02784c --- /dev/null +++ b/content/curated_resources/open-science.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2/13/2025 9:41:34", + "title": "Open Science ", + "link_to_resource": "https://www.phdontrack.net/open-science/", + "creators": [ + "PhD on Track" + ], + "material_type": [ + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In this section, you will learn more about:\n- Open access publishing and open research data;\n- How to apply for open access funding;\n- How to archive your articles and other results at your institution;\n- Research data and research data management in general. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "PhD", + "Open Science", + "Open Access", + "Open Data", + "Open Access Funding", + "Archiving", + "Data Management" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management, Repositories, Licenses and reuse", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-sharing-of-data-on-close-relationsh.md b/content/curated_resources/open-sharing-of-data-on-close-relationsh.md new file mode 100644 index 00000000000..a2551d06da1 --- /dev/null +++ b/content/curated_resources/open-sharing-of-data-on-close-relationsh.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2020-05-27T17:12:08.421Z", + "title": "Open sharing of data on close relationships and other sensitive social psychological topics: Challenges, tools, and future directions", + "link_to_resource": "https://doi.org/10.1177/2515245917744281", + "creators": [ + "Joel", + "S.", + "Eastwick", + "P.", + "& Finkel", + "E." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This article reports on an adversarial (but friendly) collaboration examining the issues that lie at the intersection of confidentiality and open-data practices. We describe the process we followed to share our data for a speed-dating article we recently published in Psychological Science (Joel, Eastwick, & Finkel, 2017) and provide a summary of the issues we considered and addressed along the way. As we drafted the present article, the third author became unsure, in retrospect, about some of the procedures we had followed, especially if our approach were to be perceived as a model for open-data decisions in other, more typical cases involving nonindependent data. This article addresses these concerns, but also identifies areas of consensus. All three authors agree that there remains an unmet need for guidelines and other resources to help researchers address the challenges of sharing data that cover sensitive topics, particularly nonindependent data collected from pairs and groups (e.g., romantic couples, work teams, therapy groups). We conclude with a discussion of new tools that could be developed to help scholars who have collected such data to increase the transparency of their research while simultaneously protecting the confidentiality of the participants.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons not to share: Privacy and security considerations", + "doi": "10.1177/2515245917744281", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-source-exploitation-david-whitney-n.md b/content/curated_resources/open-source-exploitation-david-whitney-n.md new file mode 100644 index 00000000000..9fe3c349344 --- /dev/null +++ b/content/curated_resources/open-source-exploitation-david-whitney-n.md @@ -0,0 +1,43 @@ +{ + "timestamp": "1/12/2025 10:35:41", + "title": "Open-Source Exploitation - David Whitney - NDC London 2024", + "link_to_resource": "https://www.youtube.com/watch?v=9YQgNDLFYq8", + "creators": [ + "David Whitney", + "NDC" + ], + "material_type": [ + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In this session we'll do a deep dive into the history of open-source software, it's ethical issues in the modern, hyper-capitalised development landscape, and how we can survive, as humans in a world where the hobbyist computer clubs of the early microcomputing era founded practices that are being weaponised against the individual in the 2020s.\n\nA vital, rollercoaster session about something that effects the livelihood of every developer - and is about finding the humanity in the centre of our software.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Open-Source", + "History of Open Source", + "Ethics" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Ethical considerations for improved practices", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-source-guides.md b/content/curated_resources/open-source-guides.md new file mode 100644 index 00000000000..b24a976b04c --- /dev/null +++ b/content/curated_resources/open-source-guides.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Open Source Guides", + "link_to_resource": "https://opensource.guide/", + "creators": [ + "GitHub" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Open Source Guides (https://opensource.guide/) are a collection of resources for individuals, communities, and companies who want to learn how to run and contribute to an open source project.\n\nBackground: Open Source Guides were created and are curated by GitHub, along with input from outside community reviewers, but they are not exclusive to GitHub products. One reason we started this project is because we felt that there weren't enough resources for people creating open source projects.\n\nOur goal is to aggregate community best practices, not what GitHub (or any other individual or entity) thinks is best. Therefore, we try to use examples and quotations from others to illustrate our points.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Open Source", + "Researchers", + "Software Engineers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Free and open source software, Research software engineering", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-source-research-methods-for-the-soc.md b/content/curated_resources/open-source-research-methods-for-the-soc.md new file mode 100644 index 00000000000..b9dba148ee3 --- /dev/null +++ b/content/curated_resources/open-source-research-methods-for-the-soc.md @@ -0,0 +1,37 @@ +{ + "timestamp": "6/30/2025 4:16:59", + "title": "Open Source Research Methods for the Social Sciences (osRMss)", + "link_to_resource": "https://canvas.pitt.edu/courses/124970", + "creators": [ + "Ben Rottman" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Welcome! This website has all the materials I use for teaching research methods within the Psychology major at Pitt. I don't use a textbook. I'm making the entire course materials public, and calling this project Open Source Research Methods for the Social Sciences (osRMss). I hope that you find the content useful. I look forward to getting feedback and suggestions and to continually improve osRMss over time.\n\nThis content is made available in full through this Canvas site. In addition, a new feature is that the activities are now available with immediate feedback on both TopHat and H5P\nLinks to an external site.! If you haven't heard of H5P it is a way to create, share, and reuse interactive HTML5 content for teaching purposes. H5P content can be embedded in many of the most common learning management systems and it is open-source. A huge benefit of TopHat H5P over the Word Docs is that multiple choice questions have immediate feedback with explanations. Other sorts of questions often have feedback with links to videos. The TopHat and H5P versions were designed to be nearly identical so you have your choice. The activities on TopHat and H5P are meant to be read alongside Canvas, not on their own. The canvas pages are still necessary for explaining many aspects of the activities in TopHat and H5P.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Research Methods" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-stats-lab-teach-statistics-using-op.md b/content/curated_resources/open-stats-lab-teach-statistics-using-op.md new file mode 100644 index 00000000000..25ecade2a15 --- /dev/null +++ b/content/curated_resources/open-stats-lab-teach-statistics-using-op.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2/27/2025 3:57:33", + "title": "Open Stats Lab: Teach Statistics Using Open Data from Psychological Science", + "link_to_resource": "https://sites.google.com/view/openstatslab/home?authuser=0", + "creators": [ + "Kevin P. McIntyre" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Each OSL lab is comprised of three elements: An activity, A data set and A published article. The activities guide students through the reproduction of the results published in the journal Psychological Science. Activities also focus on different aspects of data analyses, such as computing new variables.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Open Data", + "Statistics Teaching", + "Statistics Activities" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/open-stats-lab.md b/content/curated_resources/open-stats-lab.md new file mode 100644 index 00000000000..1d0e9e13b1f --- /dev/null +++ b/content/curated_resources/open-stats-lab.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-14T11:32:55.954Z", + "title": "open stats lab", + "link_to_resource": "https://sites.trinity.edu/osl/", + "creators": [ + "Kevin P. McIntyre" + ], + "material_type": [ + "Activity/Lab", + "Data Set" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A website about open statistic labs with data and activities", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Website" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/openaccess-net.md b/content/curated_resources/openaccess-net.md new file mode 100644 index 00000000000..2a68a5a4dae --- /dev/null +++ b/content/curated_resources/openaccess-net.md @@ -0,0 +1,51 @@ +{ + "timestamp": "01/01/2020", + "title": "OpenAccess.net", + "link_to_resource": "https://open-access.network/en/home", + "creators": [ + "OpenAccess Germany" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The open-access.net platform provides comprehensive information on the subject of Open Access (OA) and offers practical advice on its implementation. Developed collaboratively by the Freie Universit\u00c3\u00a4t Berlin and the Universities of Goettingen, Konstanz, and Bielefeld, open-access.net first went online at the beginning of May 2007. The platform's target groups include all relevant stakeholders in the science sector, especially the scientists and scholars themselves, university and research institution managers, infrastructure service providers such as libraries and data centres, and funding agencies and policy makers. open-access.net provides easy, one-stop access to comprehensive information on OA. \n \n Aspects covered include OA concepts, legal, organisational and technical frameworks, concrete implementation experiences, initiatives, services, service providers, and position papers. The target-group-oriented and discipline-specific presentation of the content enables users to access relevant themes quickly and efficiently. Moreover, the platform offers practical implementation advice and answers to fundamental questions regarding OA.\n In collaboration with cooperation partners in Austria (the University of Vienna) and Switzerland (the University of Zurich), country-specific web pages for these two countries have been integrated into the platform - especially in the Legal Issues section.\n \n Each year since 2007, the information platform has organised the \"Open Access Days\" at alternating venues in collaboration with local partners. This event is the key conference on OA and Open Science in the German-speaking area.\n \n With funding from the Ministry of Science, Research and the Arts (MWK) of the State of Baden-W\u00c3\u00bcrttemberg, the platform underwent a complete technical and substantive overhaul in 2015.", + "language": [ + "English", + "German" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Funders", + "Librarians", + "Open Access", + "Open Access Policies", + "Policy", + "Policy Makers", + "Publishers", + "Publishing", + "Research Administration", + "Researchers" + ], + "forrt_clusters_new": "Publication Sharing", + "forrt_sub_clusters": "Why open access?, Different shades of open access", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/openaire-open-science-train-the-trainer.md b/content/curated_resources/openaire-open-science-train-the-trainer.md new file mode 100644 index 00000000000..85d71653e3b --- /dev/null +++ b/content/curated_resources/openaire-open-science-train-the-trainer.md @@ -0,0 +1,54 @@ +{ + "timestamp": "2/27/2025 5:40:20", + "title": "OpenAIRE Open Science Train-the-Trainer resources", + "link_to_resource": "https://openplato.eu/blocks/catalog/detail.php?id=48", + "creators": [ + "Ant\u00f3nia Correia", + "Jonathan England", + "Judit \u00c9va Fazekas-Paragh", + "Milica \u0160evku\u0161i\u0107", + "OpenAIRE", + "Helen Clare", + "Iryna Kuchma", + "Pascal Flohr", + "Pedro Principe", + "S Venkataraman" + ], + "material_type": [ + "Lesson", + "Lesson Plan", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Open Science being a fast-moving area, the programme of the bootcamp is revised for each iteration. The bootcamp is designed around three axes: presentations from experts, exchanges of individual experiences and independent learning assignments. \n\nShort presentations from experts cover the latest 'hot topics' and more in-depth knowledge of lesser-known subjects (e.g. pedagogy theory) and useful tips and tools. The course is meant as a student-centered learning experience and a horizontal knowledge exchange. The presentations are there to encourage participants to engage in group discussions and share their individual experiences as trainers throughout the week. The conversations usually continue beyond the live sessions through the text forum provided on OpenPlato to participants. The networking dimension is also fostered through the platform and additional optional gamified activities, demos and informal get-together. Mandatory assignments ensure every participants engage in peer-to-peer exchange and use the week for self-reflection on the design of a training plan.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Trainers" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Pedagogy" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/opening-knowledge-retaining-rights-and-o.md b/content/curated_resources/opening-knowledge-retaining-rights-and-o.md new file mode 100644 index 00000000000..0584fb2d0eb --- /dev/null +++ b/content/curated_resources/opening-knowledge-retaining-rights-and-o.md @@ -0,0 +1,52 @@ +{ + "timestamp": "2/20/2025 5:08:07", + "title": "Opening Knowledge: Retaining Rights and Open Licensing in Europe", + "link_to_resource": "https://doi.org/10.5281/zenodo.8084051", + "creators": [ + "Ignasi Labastida i Juan", + "Iva Melin\u0161\u010dak Zlodi", + "Vanessa Proudman", + "& Jon Treadway" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This report investigates the current landscape of non-legislative policy practices affecting researchers and authors in the authors' rights and licensing domain. It is an outcome of research conducted by Project Retain led by SPARC Europe, as part of the Knowledge Rights 21 programme. The report concludes with a set of recommendations for institutional policymakers, funders and legislators, and publishers.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian", + "Policymakers", + "Funders", + "Legislators", + "Publishers" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Knowledge Rights", + "Licensing", + "Recommendations" + ], + "forrt_clusters_new": "Academic Structures and Institutions, FAIR data and materials", + "forrt_sub_clusters": "Licenses and reuse, Research assessment, proposals, and reforms", + "doi": "10.5281/zenodo.8084051", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/opening-open-science-to-all-demystifying.md b/content/curated_resources/opening-open-science-to-all-demystifying.md new file mode 100644 index 00000000000..505f6983200 --- /dev/null +++ b/content/curated_resources/opening-open-science-to-all-demystifying.md @@ -0,0 +1,59 @@ +{ + "timestamp": "12/12/2024 6:10:17", + "title": "Opening open science to all: Demystifying reproducibility and transparency practices in linguistic research", + "link_to_resource": "https://doi.org/10.31234/osf.io/spz4w", + "creators": [ + "Joseph Casillas", + "Gabriela Constantin-Dureci", + "Iv\u00e1n Rasc\u00f3n Andreu", + "Jiawei Shao", + "Stephanie Rodriguez", + "Adrija Gadamsetty", + "Alexandra Minetti", + "Krishita Laungani", + "John Thatcher", + "Rhode-Taina Gardere", + "Katherine Taveras", + "Isabelle Chang", + "Nicole Rodr\u00edguez", + "Kyle Parrish" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In recent years, numerous fields of research have seen a push for increased reproducibility and transparency practices. As a result, specific transparency practices have emerged, such as open access publishing, preregistration, sharing data, analyses, and code, performing study replications, and declaring positionality and conflicts of interest. While many agree that open science practices represent a positive step forward in improving scientific rigor, these practices, by and large, have not been adopted in the field of linguistics (Bochynska et al., 2023). Few, if any, researchers have had explicit instruction on the practices of open science as part of their professional training. Nonetheless, today\u2019s speech researcher is expected to be up to date on the current protocols of open science in order incorporate the methodological practices aimed at improving reproducibility/replicability. The present work intends to help make open science practices understandable and accessible to researchers in linguistics from all backgrounds and at every stage, from students/ERCs to senior researchers and advisors. We outline eight specific open science practices that linguists can adopt to make their research more open, transparent, inclusive, and accessible to a wider audience.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "English Language Arts" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration", + "Open Data and Materials" + ], + "tags": [ + "Linguistics", + "Open science", + "Positionality", + "Replicability", + "Reproducibility", + "Transparency" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.31234/osf.io/spz4w", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/opening-science.md b/content/curated_resources/opening-science.md new file mode 100644 index 00000000000..d4f7426d14a --- /dev/null +++ b/content/curated_resources/opening-science.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-09T16:16:56.514Z", + "title": "Opening Science", + "link_to_resource": "http://doi.org/10.1007/978-3-319-00026-8", + "creators": [ + "S\u00f6nke Bartling and Sascha Friesike" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The Evolving Guide on How the Internet is Changing Research, Collaboration and Scholarly Publishing", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1007/978-3-319-00026-8", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/opening-up-understanding-of-neurodiversi.md b/content/curated_resources/opening-up-understanding-of-neurodiversi.md new file mode 100644 index 00000000000..53cce9343b2 --- /dev/null +++ b/content/curated_resources/opening-up-understanding-of-neurodiversi.md @@ -0,0 +1,56 @@ +{ + "timestamp": "3/20/2025 15:36:35", + "title": "Opening up understanding of neurodiversity: A call for applying participatory and open scholarship practices ", + "link_to_resource": "https://doi.org/10.53841/bpscog.2023.1.8.23", + "creators": [ + "Gourdon-Kanhukamwe", + "Am\u00e9lie Kalandadze", + "Tamara Yeung", + "Siu Kit Azevedo", + "Flavio Iley", + "Bethan Phan", + "Jenny Mai Ramji", + "Anusha V. Shaw", + "John J. Zaneva", + "Mirela Dokovova", + "Marie Hartmann", + "Helena Kapp", + "Steven K. Warrington", + "Kayleigh L. Elsherif", + "Mahmoud M." + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Recent movements towards a more open, intersectional, and inclusive academia (Birhane & \nGuest, 2020) focus on the need to address traditional power imbalances detrimentally \naffecting under-represented individuals (e.g., women: Pownall & Rogers, 2021; people of \ncolour: Berhe et al., 2022; non-WEIRD [Western, Educated, Industrialised, Rich, and \nDemocratic] societies: Puithllam et al., 2022). Hitherto, neurodivergent perspectives \u2014i.e. \nnon-pathological variations in human brains (Walker, 2021)\u2014 are often overlooked and \nmisunderstood within behavioural and cognitive sciences. It is common to encounter \nassumptions that anything outside of neurotypicality is at best dismissed as outlier data, or at worst, considered disadvantageous and in need of \u2018fixing\u2019 (e.g., Gernsbacher & Pripas-Kapit, 2012). Such viewpoints hinder a broader understanding of human behaviour and cognition. Here, we call for more open and Participatory Research on neurodiversity through addressing the issue of power imbalance. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Neurodiversity; Power Imbalance; Diversity", + "Equity", + "and Inclusion (DEI); Non-WEIRD Research" + ], + "forrt_clusters_new": "Ways of Working, Academic Structures and Institutions", + "forrt_sub_clusters": "Neurodiversity, Participatory research", + "doi": "10.53841/bpscog.2023.1.8.23", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/openmreye-camera-free-magnetic-resonance.md b/content/curated_resources/openmreye-camera-free-magnetic-resonance.md new file mode 100644 index 00000000000..8a440a44dbb --- /dev/null +++ b/content/curated_resources/openmreye-camera-free-magnetic-resonance.md @@ -0,0 +1,41 @@ +{ + "timestamp": "7/14/2025 8:25:20", + "title": "OpenMReye: camera-free magnetic resonance-based eye tracking for research and clinical applications", + "link_to_resource": "https://github.com/DeepMReye/", + "creators": [ + "Matthias Nau" + ], + "material_type": [ + "Open-source computational tool / software for MR-based eye tracking" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "OpenMReye is an open-source toolset that enables eye tracking directly from MRI signals, eliminating the need for expensive MR-compatible camera systems. By using computational methods instead of hardware, it dramatically reduces costs, works on existing datasets, and supports diverse populations, including those for whom traditional eye tracking isn\u2019t feasible. This approach promotes more inclusive, transparent, and rigorous brain imaging research worldwide.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Researcher / Scientist" + ], + "subject_areas": [ + "Applied Science", + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses" + ], + "tags": [ + "OSCA Awards" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Free and open source software, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/openrefine-for-social-science-data.md b/content/curated_resources/openrefine-for-social-science-data.md new file mode 100644 index 00000000000..d9e10066e37 --- /dev/null +++ b/content/curated_resources/openrefine-for-social-science-data.md @@ -0,0 +1,53 @@ +{ + "timestamp": "01/01/2020", + "title": "OpenRefine for Social Science Data", + "link_to_resource": "https://datacarpentry.org/openrefine-socialsci/", + "creators": [ + "Erin Becker", + "Fran\u00e7ois Michonneau", + "Geoff LaFlair", + "Karen Word", + "Lachlan Deer", + "Peter Smyth", + "Tracy Teal" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Lesson on OpenRefine for social scientists. A part of the data workflow is preparing the data for analysis. Some of this involves data cleaning, where errors in the data are identifed and corrected or formatting made consistent. This step must be taken with the same care and attention to reproducibility as the analysis. OpenRefine (formerly Google Refine) is a powerful free and open source tool for working with messy data: cleaning it and transforming it from one format into another. This lesson will teach you to use OpenRefine to effectively clean and format data and automatically track any changes that you make. Many people comment that this tool saves them literally months of work trying to make these edits by hand.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science", + "Measurement and Data", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "OpenRefine", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Research data management, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/opensafely-a-platform-for-analysing-elec.md b/content/curated_resources/opensafely-a-platform-for-analysing-elec.md new file mode 100644 index 00000000000..60aa5ec4a40 --- /dev/null +++ b/content/curated_resources/opensafely-a-platform-for-analysing-elec.md @@ -0,0 +1,86 @@ +{ + "timestamp": "12/19/2024 5:08:23", + "title": "\nOpenSAFELY: A platform for analysing electronic health records designed for reproducible research", + "link_to_resource": "https://doi.org/10.1002/pds.5815", + "creators": [ + "Linda Nab", + "Andrea L. Schaffer", + "William Hulme", + "Nicholas J. DeVito", + "Iain Dillingham", + "Milan Wiedemann", + "Colm D. Andrews", + "Helen Curtis", + "Louis Fisher", + "Amelia Green", + "Jon Massey", + "Caroline E. Walters", + "Rose Higgins", + "Christine Cunningham", + "Jessica Morley", + "Amir Mehrkar", + "Liam Hart", + "Simon Davy", + "David Evans", + "George Hickman", + "Peter Inglesby", + "Caroline E. Morton", + "Rebecca M. Smith", + "Tom Ward", + "Thomas O'Dwyer", + "Steven Maude", + "Lucy Bridges", + "Ben F. C. Butler-Cole", + "Catherine L. Stables", + "Pete Stokes", + "Chris Bates", + "Jonny Cockburn", + "Frank Hester", + "John Parry", + "Krishnan Bhaskaran", + "Anna Schultze", + "Christopher T. Rentsch", + "Rohini Mathur", + "Laurie A. Tomlinson", + "Elizabeth J. Williamson", + "Liam Smeeth", + "Alex Walker", + "Sebastian Bacon", + "Brian MacKenna", + "Ben Goldacre" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Electronic health records (EHRs) and other administrative health data are increasingly used in research to generate evidence on the effectiveness, safety, and utilisation of medical products and services, and to inform public health guidance and policy. Reproducibility is a fundamental step for research credibility and promotes trust in evidence generated from EHRs. At present, ensuring research using EHRs is reproducible can be challenging for researchers. Research software platforms can provide technical solutions to enhance the reproducibility of research conducted using EHRs. In response to the COVID-19 pandemic, we developed the secure, transparent, analytic open-source software platform OpenSAFELY designed with reproducible research in mind. OpenSAFELY mitigates common barriers to reproducible research by: standardising key workflows around data preparation; removing barriers to code-sharing in secure analysis environments; enforcing public sharing of programming code and codelists; ensuring the same computational environment is used everywhere; integrating new and existing tools that encourage and enable the use of reproducible working practices; and providing an audit trail for all code that is run against the real data to increase transparency. This paper describes OpenSAFELY's reproducibility-by-design approach in detail.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Electronic Health Records" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Free and open source software", + "doi": "10.1002/pds.5815", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/opinion-promoting-open-science.md b/content/curated_resources/opinion-promoting-open-science.md new file mode 100644 index 00000000000..97dcb481347 --- /dev/null +++ b/content/curated_resources/opinion-promoting-open-science.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/6/2025 5:14:41", + "title": "Opinion: Promoting open science", + "link_to_resource": "https://doi.org/10.1177/1477153520926328", + "creators": [ + "Jim Uttley" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Many scientific fields are facing a reproducibility crisis, revealed where replication fails to reproduce findings from previous work. This irreproducibility leads to the promulgation of inappropriate evidence.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Preregistration", + "Open Data and Materials" + ], + "tags": [ + "Journals", + "P-Hacking", + "A Priori Power Analysis" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Questionable research practices & their prevalence, Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1177/1477153520926328", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/optimizing-research-collaboration-for-re.md b/content/curated_resources/optimizing-research-collaboration-for-re.md new file mode 100644 index 00000000000..ce3fdbc1f7e --- /dev/null +++ b/content/curated_resources/optimizing-research-collaboration-for-re.md @@ -0,0 +1,37 @@ +{ + "timestamp": "01/01/2020", + "title": "Optimizing Research Collaboration for Remote Teams", + "link_to_resource": "https://www.youtube.com/watch?v=PW5a45pwquI", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Many in the global research community are adapting to conducting work remotely while exploring the best ways to maintain collaboration with colleagues across teams and institutions.\n\nJoin us as we discuss the OSF tools available for contributors, labs, centers, and institutions that support stronger collaborations.\n\nWe demonstrate: contributor management, the OSF wiki as an electronic lab notebook, how to affiliate research projects for institution-wide discovery, using OSF to manage online courses and syllabi, and more. Plus, see examples from the research teams optimizing their workflows for inclusive collaboration and efficient data management.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Research" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/optimizing-research-collaboration.md b/content/curated_resources/optimizing-research-collaboration.md new file mode 100644 index 00000000000..9e4bac575d5 --- /dev/null +++ b/content/curated_resources/optimizing-research-collaboration.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "Optimizing Research Collaboration", + "link_to_resource": "https://www.youtube.com/watch?v=TFNqf7sKwKw", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "In this webinar, we demonstrate the OSF tools available for contributors, labs, centers, and institutions that support stronger collaborations. The demo includes useful practices like: contributor management, the OSF wiki as an electronic lab notebook, using OSF to manage online courses and syllabi, and more. Finally, we look at how OSF Institutions can provide discovery and intelligence gathering infrastructure so that you can focus on conducting and supporting exceptional research. The Center for Open Science\u2019s ongoing mission is to provide community and technical resources to support your commitments to rigorous, transparent research practices. Visit cos.io/institutions to learn more.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Research data management, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/optimizing-research-payoff.md b/content/curated_resources/optimizing-research-payoff.md new file mode 100644 index 00000000000..c27f96057ee --- /dev/null +++ b/content/curated_resources/optimizing-research-payoff.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-07T18:37:56.242Z", + "title": "Optimizing Research Payoff", + "link_to_resource": "https://doi.org/10.1177/1745691616649170", + "creators": [ + "Jeff Miller and Rolf Ulrich" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In this article, we present a model for determining how total research payoff depends on researchers\u2019 choices of sample sizes, \u03b1 levels, and other parameters of the research process. The model can be used to quantify various tradeoffs inherent in the research process and thus to balance competing goals, such as (a) maximizing both the number of studies carried out and also the statistical power of each study, (b) minimizing the rates of both false positive and false negative findings, and (c) maximizing both replicability and research efficiency. Given certain necessary information about a research area, the model can be used to determine the optimal values of sample size, statistical power, rate of false positives, rate of false negatives, and replicability, such that overall research payoff is maximized. More specifically, the model shows how the optimal values of these quantities depend upon the size and frequency of true effects within the area, as well as the individual payoffs associated with particular study outcomes. The model is particularly relevant within current discussions of how to optimize the productivity of scientific research, because it shows which aspects of a research area must be considered and how these aspects combine to determine total research payoff.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "10.1177/1745691616649170", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/optimizing-the-methodology-of-human-slee.md b/content/curated_resources/optimizing-the-methodology-of-human-slee.md new file mode 100644 index 00000000000..dbb52b3ab80 --- /dev/null +++ b/content/curated_resources/optimizing-the-methodology-of-human-slee.md @@ -0,0 +1,63 @@ +{ + "timestamp": "6/25/2024 4:36:36", + "title": "Optimizing the methodology of human sleep and memory research", + "link_to_resource": "https://www.nature.com/articles/s44159-023-00262-0", + "creators": [ + "Dezs\u0151 N\u00e9meth", + "Emilie Gerbier", + "Jan Born", + "Timothy Rickard", + "Susanne Diekelmann", + "Stuart Fogel", + "Lisa Genzel", + "Alexander Prehn-Kristensen", + "Jessica Payne", + "Martin Dresler", + "Peter Simor", + "Stephanie Mazza", + "Kerstin Hoedlmoser", + "Perrine Ruby", + "Rebecca M. C. Spencer", + "Genevieve Albouy", + "Teod\u00f3ra V\u00e9kony", + "Manuel Schabus & Karolina Janacsek" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "Understanding the complex relationship between sleep and memory consolidation is a major challenge in cognitive neuroscience and psychology. Many studies suggest that sleep triggers off-line memory processes, resulting in less forgetting of declarative memory and performance stabilization in non-declarative memory. However, the role of sleep in human memory consolidation is still under considerable debate, and numerous contradictory and non-replicable findings have been reported. Methodological issues related to experimental designs, task characteristics and measurements, and data-analysis practices all influence the effects that are observed and their interpretation. In this Perspective, we review methodological issues in sleep and memory studies and suggest constructive solutions to address them. We believe that implementing these solutions in future sleep and memory research will substantially advance the field and improve understanding of the specific role of sleep in memory consolidation.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Sleep", + "Memory", + "Consolidation", + "Methodology" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/orcc-ukrn-primer-on-working-in-open-rese.md b/content/curated_resources/orcc-ukrn-primer-on-working-in-open-rese.md new file mode 100644 index 00000000000..8c3af7fd7a5 --- /dev/null +++ b/content/curated_resources/orcc-ukrn-primer-on-working-in-open-rese.md @@ -0,0 +1,53 @@ +{ + "timestamp": "11/4/2023 7:33:36", + "title": "ORCC UKRN Primer on Working in Open Research", + "link_to_resource": "https://osf.io/346hr/", + "creators": [ + "UK Reproducibility NetworkAnna Rhiannon HughesValerie McCutcheonNick SheppardKirsty WallisAngus WhyteIlkay HoltElizabeth NewboldNeil JacobsKirsty MerrettKate Ehrig-PageHelen Clare" + ], + "material_type": [ + "Module", + "Reading", + "Primer" + ], + "education_level": [ + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "This is an introductory guide for those working and considering working in the area of open research. It was drafted by members of the Open Research Competencies Coalition. There are many resources available on the topic of open research either aimed at those working in open research roles or more generally on open research practices. A list is included in the document.\n\n", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Education", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials" + ], + "tags": [ + "collaboration", + "data management", + "introductory guide", + "open research", + "outputs reproducibility research", + "UKRN" + ], + "forrt_clusters_new": "FAIR data and materials, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Research data management, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/osf-collections-supporting-research-disc.md b/content/curated_resources/osf-collections-supporting-research-disc.md new file mode 100644 index 00000000000..f70aaf93276 --- /dev/null +++ b/content/curated_resources/osf-collections-supporting-research-disc.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "OSF Collections: supporting research discoverability and reuse", + "link_to_resource": "https://www.youtube.com/watch?v=8dzc5UXq3V0", + "creators": [ + "" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The OSF Collections repository platform supports the discoverability and reuse of research by enabling the aggregation of related projects across OSF. With OSF Collections, any funder, journal, society, or research community can show their commitment to scientific integrity by aggregating the open outputs from their disciplines, grantees, journal articles, or more. Learn how research collections can foster new norms for sharing, collaboration, and reproducibility.\n\nWe also provide a demo of how OSF Collections aggregates and hosts your research by discipline, funded outcomes, project type, journal issue, and more.\n\nVisit cos.io/collections to learn more.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Center for Open Science", + "Open Science", + "Open Science Framework", + "OSF", + "OSF Collections", + "Reproducability", + "Reproducibility", + "Research", + "Research Best Practices", + "Research Tools", + "Research Transparency", + "TOP Guidelines" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories, Reasons to share data and materials", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/osf-deep-dive.md b/content/curated_resources/osf-deep-dive.md new file mode 100644 index 00000000000..bda5a5ef57c --- /dev/null +++ b/content/curated_resources/osf-deep-dive.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "OSF Deep Dive", + "link_to_resource": "https://www.youtube.com/watch?v=nyBj30RPHjY", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This video will introduce users of the Open Science Framework into some of the more advanced features.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management, Repositories", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/osf-in-the-classroom.md b/content/curated_resources/osf-in-the-classroom.md new file mode 100644 index 00000000000..ee2c2822481 --- /dev/null +++ b/content/curated_resources/osf-in-the-classroom.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "OSF in the Classroom", + "link_to_resource": "https://www.youtube.com/watch?v=IZrYNfsTsPc", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This webinar will introduce how to use the Open Science Framework (OSF; https://osf.io) in a Classroom. The OSF is a free, open source web application built to help researchers manage their workflows. The OSF is part collaboration tool, part version control software, and part data archive. The OSF connects to popular tools researchers already use, like Dropbox, Box, Github and Mendeley, to streamline workflows and increase efficiency. This webinar will discuss how to introduce reproducible research practices to students, show ways of tracking student activity, and introduce the use of Templates and Forks on the OSF to allow students to easily make new class projects. The OSF is the flagship product of the Center for Open Science, a non-profit technology start-up dedicated to improving the alignment between scientific values and scientific practices. Learn more at cos.io and osf.io, or email contact@cos.io.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials, Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate), Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/osf-in-the-lab-organizing-related-projec.md b/content/curated_resources/osf-in-the-lab-organizing-related-projec.md new file mode 100644 index 00000000000..d6edb653ae0 --- /dev/null +++ b/content/curated_resources/osf-in-the-lab-organizing-related-projec.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "OSF In The Lab: Organizing related projects with Links, Forks, and Templates", + "link_to_resource": "https://www.youtube.com/watch?v=q3FLrAhJAbI", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Files for this webinar are available at: https://osf.io/ewhvq/ This webinar focuses on how to use the Open Science Framework (OSF) to tie together and organize multiple projects. We look at example structures appropriate for organizing classroom projects, a line of research, or a whole lab's activity. We discuss the OSF's capabilities for using projects as templates, linking projects, and forking projects as well as some considerations for using each of those capabilities when designing a structure for your own project. The OSF is a free, open source web application built to help researchers manage their workflows. The OSF is part collaboration tool, part version control software, and part data archive. The OSF connects to popular tools researchers already use, like Dropbox, Box, Github and Mendeley, to streamline workflows and increase efficiency.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Inside Your Classroom", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials, Ways of Working", + "forrt_sub_clusters": "Research data management, Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/osf101.md b/content/curated_resources/osf101.md new file mode 100644 index 00000000000..087295a5301 --- /dev/null +++ b/content/curated_resources/osf101.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "OSF101", + "link_to_resource": "https://www.youtube.com/watch?v=dLEIhJESIQA", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This webinar walks you through the basics of creating an OSF project, structuring it to fit your research needs, adding collaborators, and tying your favorite online tools into your project structure. OSF is a free, open source web application built by the Center for Open Science, a non-profit dedicated to improving the alignment between scientific values and scientific practices. OSF is part collaboration tool, part version control software, and part data archive. It is designed to connect to popular tools researchers already use, like Dropbox, Box, Github, and Mendeley, to streamline workflows and increase efficiency.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management, Repositories", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/our-data-ourselves-a-framework-for-using.md b/content/curated_resources/our-data-ourselves-a-framework-for-using.md new file mode 100644 index 00000000000..44422fbf3fc --- /dev/null +++ b/content/curated_resources/our-data-ourselves-a-framework-for-using.md @@ -0,0 +1,55 @@ +{ + "timestamp": "10/23/2023 13:02:58", + "title": "Our data, ourselves: A framework for using emotion in qualitative analysis", + "link_to_resource": "https://doi.org/10.1080/09518398.2020.1760393", + "creators": [ + "Hilary Lustick" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Qualitative training rarely acknowledges the role of emotions in both data collection and analysis. While bracketing emotions is an important part of reflexivity, emotions are both a source of data and a source of \u2018work\u2019 (Hochschild, Citation1983). Accordingly, mentoring junior qualitative scholars also requires emotion work. Issues of race, gender, and power come into play when we think critically about the role and importance of recognizing emotion work in the field and the academy. This piece draws on data from a year-long ethnographic multicase study of three schools using restorative practices, focusing on one interview with one participant that raised significant emotions for the principal investigator. I demonstrate and propose a framework for what I call \u2018emotional coding\u2019: noting data that give rise to strong emotions, and then identifying what these emotions say about our positionally; our participants; and the research topic. Implications for scholarship and mentorship are discussed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Reflexivity", + "Positionality", + "Race and Education", + "Whiteness", + "Restorative Practices" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Ways of Working, Qualitative Research", + "forrt_sub_clusters": "Reflexivity and positionality, Qualitative research, Feminist Thought", + "doi": "10.1080/09518398.2020.1760393", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/outcome-reporting-bias-in-randomized-con.md b/content/curated_resources/outcome-reporting-bias-in-randomized-con.md new file mode 100644 index 00000000000..028849a5815 --- /dev/null +++ b/content/curated_resources/outcome-reporting-bias-in-randomized-con.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "Outcome reporting bias in randomized-controlled trials investigating antipsychotic drugs", + "link_to_resource": "https://www.nature.com/articles/tp2017203", + "creators": [ + "C. H. Vinkers", + "C. M. C. Lemmens", + "J. J. Luykx", + "M. Lancee", + "R. S. Kahn" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Recent literature hints that outcomes of clinical trials in medicine are selectively reported. If applicable to psychotic disorders, such bias would jeopardize the reliability of randomized clinical trials (RCTs) investigating antipsychotics and thus their extrapolation to clinical practice. We therefore comprehensively examined outcome reporting bias in RCTs of antipsychotic drugs by a systematic review of prespecified outcomes on ClinicalTrials.gov records of RCTs investigating antipsychotic drugs in schizophrenia and schizoaffective disorder between 1 January 2006 and 31 December 2013. These outcomes were compared with outcomes published in scientific journals. Our primary outcome measure was concordance between prespecified and published outcomes; secondary outcome measures included outcome modifications on ClinicalTrials.gov after trial inception and the effects of funding source and directionality of results on record adherence. Of the 48 RCTs, 85% did not fully adhere to the prespecified outcomes. Discrepancies between prespecified and published outcomes were found in 23% of RCTs for primary outcomes, whereas 81% of RCTs had at least one secondary outcome non-reported, newly introduced, or changed to a primary outcome in the respective publication. In total, 14% of primary and 44% of secondary prespecified outcomes were modified after trial initiation. Neither funding source (P=0.60) nor directionality of the RCT results (P=0.10) impacted ClinicalTrials.gov record adherence. Finally, the number of published safety endpoints (N=335) exceeded the number of prespecified safety outcomes by 5.5 fold. We conclude that RCTs investigating antipsychotic drugs suffer from substantial outcome reporting bias and offer suggestions to both monitor and limit such bias in the future.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Publishing", + "Reporting", + "Reporting Bias", + "Reproducibility" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Meta-research, Questionable research practices & their prevalence", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/overcoming-the-knowledge-barrier-in-open.md b/content/curated_resources/overcoming-the-knowledge-barrier-in-open.md new file mode 100644 index 00000000000..6a948f81de1 --- /dev/null +++ b/content/curated_resources/overcoming-the-knowledge-barrier-in-open.md @@ -0,0 +1,43 @@ +{ + "timestamp": "10/14/2021 12:05:39", + "title": "Overcoming the Knowledge Barrier in Open Science", + "link_to_resource": "https://osf.io/bk6r7/", + "creators": [ + "Mellor et al." + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Getting started with open science and knowing where to go. This webinar will introduce participants to major practices in open science and then dive into the resources available to learn how to use these in your own work.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Academic Life and Culture" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Conceptual and statistical knowledge" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/oxford-berlin-open-research-summer-schoo.md b/content/curated_resources/oxford-berlin-open-research-summer-schoo.md new file mode 100644 index 00000000000..686c7ff3d21 --- /dev/null +++ b/content/curated_resources/oxford-berlin-open-research-summer-schoo.md @@ -0,0 +1,44 @@ +{ + "timestamp": "5/24/2021 12:47:20", + "title": "Oxford-Berlin Open Research summer school 2019", + "link_to_resource": "https://osf.io/6ytne/", + "creators": [ + "Heise et al." + ], + "material_type": [ + "Module" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This projects contains materials from lectures and workshops associated with the Oxford-Berlin Open Research Summer School 2019.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Open Research" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/oxford-berlin-summer-school-on-open-rese.md b/content/curated_resources/oxford-berlin-summer-school-on-open-rese.md new file mode 100644 index 00000000000..bba26295993 --- /dev/null +++ b/content/curated_resources/oxford-berlin-summer-school-on-open-rese.md @@ -0,0 +1,40 @@ +{ + "timestamp": "6/10/2025 13:31:02", + "title": "Oxford|Berlin Summer School on Open Research 2021", + "link_to_resource": "https://osf.io/8q59y/", + "creators": [ + "Malika Ihle" + ], + "material_type": [ + "Activity/Lab", + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Welcome to the 4th edition of the Oxford|Berlin summer school on Open Research taking place online on 20 - 23 September 2021! It is a free course for early career researchers (post graduate students (MSc, PhD, and postdocs) who would like to learn more about how to make their research open, reliable, reproducible, and replicable. The course is organised by researchers from Reproducible Research Oxford, University of Oxford, and the QUEST Center for Transforming Biomedical Research, Berlin Institute of Health, in collaboration with Freie Universit\u00e4t Berlin and Charit\u00e9 University Hospital. The school is generously funded by the Berlin University Alliance. On this website you can find some useful information on our programme, video recordings of our lectures, and workshop materials. You can get in touch with the summer school organisers via email here: summerschool_berlinoxford@bihealth.de\n\nThe four-day summer school consists of a series of lectures that cover the following topics:\n- Biases in research\n- Reproducibility\n- Best practices for sharing publications, data, and code\n- Meta-research\n- Ethical conduct of research\n\nThe lectures are complemented by a series of interactive workshops, which participants can choose from based on their needs (e.g. introduction to R and Python, reproducible workflows, version control in Git and Github, data management, and preregistration). You can find presentation slides and recordings, as well as workshop material in our OSF repository.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Preregistration", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Scholarship; Reliability; Replicability; Reproducibility" + ], + "forrt_clusters_new": "FAIR data and materials, Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate), FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/p-curve-a-key-to-the-file-drawer.md b/content/curated_resources/p-curve-a-key-to-the-file-drawer.md new file mode 100644 index 00000000000..7a5132d2249 --- /dev/null +++ b/content/curated_resources/p-curve-a-key-to-the-file-drawer.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2020-06-06T19:24:43.970Z", + "title": "P-curve: A key to the file-drawer.", + "link_to_resource": "https://doi.org/10.1037/a0033242", + "creators": [ + "Simonsohn", + "Uri", + "Nelson", + "Leif D.", + "Simmons", + "Joseph P." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Because scientists tend to report only studies (publication bias) or analyses (p-hacking) that \u201cwork,\u201d readers must ask, \u201cAre these effects true, or do they merely reflect selective reporting?\u201d We introduce p-curve as a way to answer this question. P-curve is the distribution of statistically significant p values for a set of studies (ps < .05). Because only true effects are expected to generate right-skewed p-curves\u2014containing more low (.01s) than high (.04s) significant p values\u2014only right-skewed p-curves are diagnostic of evidential value. By telling us whether we can rule out selective reporting as the sole explanation for a set of findings, p-curve offers a solution to the age-old inferential problems caused by file-drawers of failed studies and analyses. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Meta-analyses, The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1037/a0033242", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/p-curve-visualization-updated-with-log-x.md b/content/curated_resources/p-curve-visualization-updated-with-log-x.md new file mode 100644 index 00000000000..6b1a43d3749 --- /dev/null +++ b/content/curated_resources/p-curve-visualization-updated-with-log-x.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-09T07:46:43.203Z", + "title": "P-curve visualization updated with log x-axis", + "link_to_resource": "http://rpsychologist.com/updated-d3-js-visualization-p-curve-distribution", + "creators": [ + "Kristoffer Magnusson" + ], + "material_type": [ + "Interactive", + "Reading", + "Student Guide", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "My p-curve tool now lets you show the x-axis on a log\u2081\u2080 scale, which makes it a lot easier to look at really small p-values", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog", + "Interaction" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/p-curve.md b/content/curated_resources/p-curve.md new file mode 100644 index 00000000000..81620c39e51 --- /dev/null +++ b/content/curated_resources/p-curve.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-14T10:09:38.349Z", + "title": "P-curve", + "link_to_resource": "http://willgervais.com/blog/2014/7/20/my-p-curve", + "creators": [ + "Will Gervais" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "An abstract about the p-curve", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/p-hacking-its-costs-and-when-it-is-warra.md b/content/curated_resources/p-hacking-its-costs-and-when-it-is-warra.md new file mode 100644 index 00000000000..311481a12ba --- /dev/null +++ b/content/curated_resources/p-hacking-its-costs-and-when-it-is-warra.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2/13/2025 10:05:52", + "title": "p-Hacking: Its Costs and When It Is Warranted", + "link_to_resource": "https://doi.org/10.1007/s10670-024-00834-3", + "creators": [ + "Adrian Erasmus" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "p-Hacking, the use of analytic techniques that may lead to distorted research results, is widely condemned on epistemic and practical grounds. The prevalent position on this questionable research practice is that p-hacking should be avoided because it raises the probability of obtaining false-positive results, which can have harmful practical consequences. I have three aims in this paper. First, I offer a precise definition of p-hacking, something sorely needed in discussions of the practice. Second, I use philosophical tools from decision theory to articulate the prevalent position on p-hacking and demonstrate its flaws. While p-hacking can have epistemic and practical costs, a more nuanced approach to its consequences is necessary. Third, I argue that there are scenarios in which p-hacking can be warranted. The prevalent position neglects key factors in its overall evaluation of the consequences of p-hacking. Moreover, it disregards considerations that can lend support to decisions about analytic choices that amount to p-hacking. One important, but often neglected consideration is that, while p-hacking may lead to more false-positives, it also increases the chances of uncovering true-positives. I appeal to non-epistemic judgments to defend the view that there are situations in which p-hacking may be warranted.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "P-hacking", + "Research Error", + "Inductive Risk" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1007/s10670-024-00834-3", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/p-values-and-statistical-practice.md b/content/curated_resources/p-values-and-statistical-practice.md new file mode 100644 index 00000000000..c3ffa9bdf28 --- /dev/null +++ b/content/curated_resources/p-values-and-statistical-practice.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-03T19:38:16.466Z", + "title": "P Values and Statistical Practice", + "link_to_resource": "https://doi.org/10.1097/EDE.0b013e31827886f7", + "creators": [ + "Andrew Gelman" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "An article about P Values and Statistical Practice", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1097/EDE.0b013e31827886f7", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/p-values-in-display-items-are-ubiquitous.md b/content/curated_resources/p-values-in-display-items-are-ubiquitous.md new file mode 100644 index 00000000000..009c977abf3 --- /dev/null +++ b/content/curated_resources/p-values-in-display-items-are-ubiquitous.md @@ -0,0 +1,50 @@ +{ + "timestamp": "01/01/2020", + "title": "P values in display items are ubiquitous and almost invariably significant: A survey of top science journals", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0197440", + "creators": [ + "Ioana Alina Cristea", + "John P. A. Ioannidis" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "P values represent a widely used, but pervasively misunderstood and fiercely contested method of scientific inference. Display items, such as figures and tables, often containing the main results, are an important source of P values. We conducted a survey comparing the overall use of P values and the occurrence of significant P values in display items of a sample of articles in the three top multidisciplinary journals (Nature, Science, PNAS) in 2017 and, respectively, in 1997. We also examined the reporting of multiplicity corrections and its potential influence on the proportion of statistically significant P values. Our findings demonstrated substantial and growing reliance on P values in display items, with increases of 2.5 to 14.5 times in 2017 compared to 1997. The overwhelming majority of P values (94%, 95% confidence interval [CI] 92% to 96%) were statistically significant. Methods to adjust for multiplicity were almost non-existent in 1997, but reported in many articles relying on P values in 2017 (Nature 68%, Science 48%, PNAS 38%). In their absence, almost all reported P values were statistically significant (98%, 95% CI 96% to 99%). Conversely, when any multiplicity corrections were described, 88% (95% CI 82% to 93%) of reported P values were statistically significant. Use of Bayesian methods was scant (2.5%) and rarely (0.7%) articles relied exclusively on Bayesian statistics. Overall, wider appreciation of the need for multiplicity corrections is a welcome evolution, but the rapid growth of reliance on P values and implausibly high rates of reported statistical significance are worrisome.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Statistics and Probability" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Analysis of Variance", + "Bayesian Method", + "Bayesian Statistics", + "Computer Software", + "Data", + "Meta-analysis", + "Publishing", + "Scientific Publishing", + "Software Tools", + "Statistical Data", + "Statistics" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1371/journal.pone.0197440", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pangea.md b/content/curated_resources/pangea.md new file mode 100644 index 00000000000..f8d3c27e621 --- /dev/null +++ b/content/curated_resources/pangea.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-11T10:13:17.293Z", + "title": "PANGEA", + "link_to_resource": "https://jakewestfall.shinyapps.io/pangea/", + "creators": [ + "Jake Westfall" + ], + "material_type": [ + "Reading", + "Simulation" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "PANGEA is the first power analysis program for general ANOVA designs (e.g., Winer, Brown, & Michels, 1991). PANGEA can handle designs with any number of factors, each with any number of levels; any factor can be treated as fixed or random; and any valid pattern of nesting or crossing of the factors is allowed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Preregistration", + "Replication Research" + ], + "tags": [ + "Reproducibility Knowledge", + "Power Analysis Tool" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Study Design", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/participatory-research-approaches-in-alz.md b/content/curated_resources/participatory-research-approaches-in-alz.md new file mode 100644 index 00000000000..5b8ee85c084 --- /dev/null +++ b/content/curated_resources/participatory-research-approaches-in-alz.md @@ -0,0 +1,50 @@ +{ + "timestamp": "10/9/2023 10:49:55", + "title": "Participatory Research Approaches in Alzheimer\u2019s Disease and Related Dementias Literature: A Scoping Review", + "link_to_resource": "https://doi.org/10.1093/geroni/igad091", + "creators": [ + "Laurent Reyes", + "Clara J Scher", + "Emily A Greenfield" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Background and Objectives\nGiven the increase in methodological pluralism in research on brain health, cognitive aging, and neurodegenerative diseases, this scoping review aims to provide a descriptive overview and qualitative content analysis of studies stating the use of participatory research approaches within Alzheimer\u2019s disease and related dementias (ADRD) literature globally.\n\nResearch Design and Methods\nWe conducted a systematic search across four multidisciplinary databases (CINAHL, SCOPUS, PsycInfo, PubMed) for peer-reviewed, English-language studies addressing ADRD that explicitly described their use of a participatory research approach. We employed a systematic process for selecting articles that yielded a final sample of 163 studies. Data from articles were analyzed to chart trends from 1990 to 2022 in terminology, descriptions, application of participatory approaches, and the extent and nature of partnerships with nonacademics.\n\nResults\nResults demonstrated geographic differences in the use of stated approaches between North America\u2014where community-based participatory research predominates\u2014and Europe, where Action Research is most common. We further found that only 73% of papers in this systematic review had identifiable definitions or descriptions of the participatory approach used. Findings also showed that 14% of articles demonstrated no evidence of engaged partnership beyond activities typical of research participants, while 23% of articles identified partnering with people with dementia, and an additional 16% reported partnerships with members from Indigenous, Black, Asian, or Latinx communities.\n\nDiscussion and Implications\nThis scoping review identifies three areas in need of greater attention in ADRD literature using participatory research approaches. First, findings indicate the importance of strengthening the use, transparency, and rigor of participatory methods. Second, results suggest the need for greater inclusion of historically marginalized groups who are most affected by ADRD as research partners. Finally, the findings highlight the need for integrating social justice values of participatory approaches into research project designs.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Aging", + "Dementia", + "Lived Experience", + "Participatory Research", + "Scoping Review" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Participatory research", + "doi": "10.1093/geroni/igad091", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pathos-open-science-impact-pathways.md b/content/curated_resources/pathos-open-science-impact-pathways.md new file mode 100644 index 00000000000..d14486adace --- /dev/null +++ b/content/curated_resources/pathos-open-science-impact-pathways.md @@ -0,0 +1,45 @@ +{ + "timestamp": "12/12/2024 9:33:17", + "title": "PathOS: Open Science Impact Pathways", + "link_to_resource": "https://pathos-project.eu/", + "creators": [ + "Massimo Florio", + "Stefanie Haustein", + "Ana Persic", + "PathOS" + ], + "material_type": [ + "Website" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "PathOS is a Horizon Europe project aiming to collect concrete evidence of Open Science effects, study the pathways of Open Science practices, from input to output, outcome and impact, including the consideration of enabling factors and key barriers.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Open Science", + "Open Science Impact" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/paths-in-strange-spaces-a-comment-on-pre.md b/content/curated_resources/paths-in-strange-spaces-a-comment-on-pre.md new file mode 100644 index 00000000000..d8061eaf67d --- /dev/null +++ b/content/curated_resources/paths-in-strange-spaces-a-comment-on-pre.md @@ -0,0 +1,53 @@ +{ + "timestamp": "10/10/2023 13:53:04", + "title": "Paths in strange spaces: A comment on preregistration", + "link_to_resource": "https://doi.org/10.31234/osf.io/wxn58", + "creators": [ + "Danielle Navarro" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This is an archived version of a blog post on preregistration. The first half of the post argues that there is not a strong justification for preregistration as a tool to solve problems with statistical inference (p-hacking); the second half argues that preregistration has a stronger justification as one tool (among many) that can aid scientists in documenting our projects. [Note that this archival version exists only because the blog itself no longer does, and as the original has been cited multiple times there is value in ensuring that some version of the blog post remains accessible.]", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.31234/osf.io/wxn58", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/paving-the-way-for-greater-open-science.md b/content/curated_resources/paving-the-way-for-greater-open-science.md new file mode 100644 index 00000000000..b6d57ec68d4 --- /dev/null +++ b/content/curated_resources/paving-the-way-for-greater-open-science.md @@ -0,0 +1,52 @@ +{ + "timestamp": "12/12/2024 8:06:33", + "title": "Paving the way for greater open science in sports and exercise medicine: navigating the barriers to adopting open and accessible data practices", + "link_to_resource": "https://doi.org/10.1136/bjsports-2023-107225", + "creators": [ + "Garrett S Bullock", + "Patrick Ward", + "Stefan Kluzek", + "Tom Hughes", + "Ellen Shanley", + "Amelia Joanna Hanford Arundale", + "Craig Ranson", + "Sophia Nimphius", + "Richard D Riley", + "Gary S Collins", + "Franco M Impellizzeri" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Sport healthcare and performance support practitioners require data to inform clinical and performance decisions, identify risk factors and investigate the efficacy and effectiveness of different interventions. Data sharing is a key component to improve sport healthcare decisions and initiatives, particularly in identifying and tackling systemic health priorities. However, sport healthcare data sharing practices are extremely limited due to little uptake and incentives, which inhibits knowledge growth, evidence synthesis and research progress. Incorporating open science practices into sport healthcare can increase the efficiency and quality of research, transparency, and promote public trust in the research process, results and implementation.\n\nThere are many facets to adopting an open science framework with data sharing being a key component (table 1). However, barriers to creating open and accessible data exist and can be operationalised at four levels: (1) individual researcher; (2) publishing (ie, journals); (3) organisational support (ie, universities, sports leagues and governing bodies and grant funding bodies) and (4) governance and security. This editorial aims to contextualise the barriers of open and accessible data in sport health and provide potential solutions which account for the unique culture and environment of sport healthcare and performance providers.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Sport Healthcare", + "Performance Support", + "Data Sharing", + "Open Science", + "Open Data" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "10.1136/bjsports-2023-107225", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pbfj-editorial-engaging-with-responsible.md b/content/curated_resources/pbfj-editorial-engaging-with-responsible.md new file mode 100644 index 00000000000..9abfbb1f28a --- /dev/null +++ b/content/curated_resources/pbfj-editorial-engaging-with-responsible.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/30/2023 12:42:47", + "title": "PBFJ Editorial \u2026 Engaging with responsible science. \u201cOPEN FOR BUSINESS\u201d \u2013 Launching the PBFJ pre-registration publication initiative", + "link_to_resource": "https://doi.org/10.1016/j.pacfin.2022.101837", + "creators": [ + "Robert Faff" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This editorial note is an \u201caction-based\u201d follow-up to the previous PBFJ Editorial published in September 2021 \u2026 \u201cA Declaration about Responsible Science\u201d (Faff, 2021a). In that prior editorial, I made a very clear statement that \u201cPBFJ is moving on a pathway toward more effectively embracing and fostering the principles of responsible science, captured by three central pillars: (1) Credible research; (2) Relevant research; and (3) Independent research.\u201d To be very clear, this new initiative is designed to both complement and augment our well-established and traditional process of publication PBFJ. In my view, now it is time for real action \u2026 we invite expressions of interest, as the first step in a 4-phase process of \u201cpre-registration\u201d studies, as outlined in this Editorial.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Finance", + "Business", + "Preregistration", + "Responsible Science" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "10.1016/j.pacfin.2022.101837", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pearl-neuro-database-eeg-fmri-health-and.md b/content/curated_resources/pearl-neuro-database-eeg-fmri-health-and.md new file mode 100644 index 00000000000..bbff17c1ced --- /dev/null +++ b/content/curated_resources/pearl-neuro-database-eeg-fmri-health-and.md @@ -0,0 +1,41 @@ +{ + "timestamp": "1/9/2025 9:47:15", + "title": "PEARL-Neuro Database: EEG, fMRI, health and lifestyle data of middle-aged people at risk of dementia", + "link_to_resource": "https://doi.org/10.1038/s41597-024-03106-5", + "creators": [ + "Patrycja Dzianok & Ewa Kublik" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Interdisciplinary approaches are needed to understand the relationship between genetic factors and brain structure and function. Here we describe a database that includes genetic data on apolipoprotein E (APOE) and phosphatidylinositol binding clathrin assembly protein (PICALM) genes, both of which are known to increase the risk of late-onset Alzheimer's disease, paired with psychometric (memory, intelligence, mood, personality, stress coping strategies), basic demographic and health data on a cohort of 192 healthy middle-aged (50\u201363) individuals. Part of the database (~79 participants) also includes blood tests (blood counts, lipid profile, HSV virus) and functional neuroimaging data (EEG/fMRI) recorded with a resting-state protocol (eyes open and eyes closed) and two cognitive tasks (multi-source interference task, MSIT; and Sternberg's memory task). The data were validated and showed overall good quality. This open-science dataset is well suited not only for research relating to susceptibility to Alzheimer's disease but also for more general questions on brain aging or can be used as part of meta-analytical multi-disciplinary projects.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Alzheimers Disease", + "Cognitive Ageing", + "Risk Factors" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "10.1038/s41597-024-03106-5", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/peer-review-decisions-decisions.md b/content/curated_resources/peer-review-decisions-decisions.md new file mode 100644 index 00000000000..7cca70bb3cc --- /dev/null +++ b/content/curated_resources/peer-review-decisions-decisions.md @@ -0,0 +1,42 @@ +{ + "timestamp": "01/01/2020", + "title": "Peer Review: Decisions, decisions", + "link_to_resource": "https://doi.org/10.7554/eLife.32011", + "creators": [ + "Peter Rodgers" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Journals are exploring new approaches to peer review in order to reduce bias, increase transparency and respond to author preferences. Funders are also getting involved. If you start reading about the subject of peer review, it won't be long before you encounter articles with titles like Can we trust peer review?, Is peer review just a crapshoot? and It's time to overhaul the secretive peer review process. Read some more and you will learn that despite its many shortcomings \u2013 it is slow, it is biased, and it lets flawed papers get published while rejecting work that goes on to win Nobel Prizes \u2013 the practice of having your work reviewed by your peers before it is published is still regarded as the 'gold standard' of scientific research. Carry on reading and you will discover that peer review as currently practiced is a relatively new phenomenon and that, ironically, there have been remarkably few peer-reviewed studies of peer review.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Bias", + "Data", + "Funding Agencies", + "Peer Review", + "Publishing" + ], + "forrt_clusters_new": "Publication Sharing", + "forrt_sub_clusters": "Open peer review", + "doi": "10.7554/eLife.32011", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/peer-review-practices-of-psychological-j.md b/content/curated_resources/peer-review-practices-of-psychological-j.md new file mode 100644 index 00000000000..8f2e01e6141 --- /dev/null +++ b/content/curated_resources/peer-review-practices-of-psychological-j.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-06T19:14:34.538Z", + "title": "Peer-review practices of psychological journals: The fate of published articles, submitted again. ", + "link_to_resource": "https://doi.org/https://doi.org/10.1017/S0140525X00011183", + "creators": [ + "Peters", + "D. P.", + "& Ceci", + "S. J." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A growing interest in and concern about the adequacy and fairness of modern peer-review practices in publication and funding are apparent across a wide range of scientific disciplines. Although questions about reliability, accountability, reviewer bias, and competence have been raised, there has been very little direct research on these variables. The present investigation was an attempt to study the peer-review process directly, in the natural setting of actual journal referee evaluations of submitted manuscripts. As test materials we selected 12 already published research articles by investigators from prestigious and highly productive American psychology departments, one article from each of 12 highly regarded and widely read American psychology journals with high rejection rates (80%) and nonblind refereeing practices. With fictitious names and institutions substituted for the original ones (e.g., Tri-Valley Center for Human Potential), the altered manuscripts were formally resubmitted to the journals that had originally refereed and published them 18 to 32 months earlier. Of the sample of 38 editors and reviewers, only three (8%) detected the resubmissions. This result allowed nine of the 12 articles to continue through the review process to receive an actual evaluation: eight of the nine were rejected. Sixteen of the 18 referees (89%) recommended against publication and the editors concurred. The grounds for rejection were in many cases described as \u201cserious methodological flaws.\u201d A number of possible interpretations of these data are reviewed and evaluated.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Open Science", + "Open Review" + ], + "forrt_clusters_new": "Research Integrity", + "forrt_sub_clusters": "Publication, Peer Review, and Research Integrity", + "doi": "10.1017/S0140525X00011183", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/performing-high-powered-studies-efficien.md b/content/curated_resources/performing-high-powered-studies-efficien.md new file mode 100644 index 00000000000..35786effcd4 --- /dev/null +++ b/content/curated_resources/performing-high-powered-studies-efficien.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-28T13:21:15.116Z", + "title": "Performing high\u2010powered studies efficiently with sequential analyses", + "link_to_resource": "https://doi.org/10.1002/ejsp.2023", + "creators": [ + "Daniel Lakens" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Running studies with high statistical power, while effect size estimates in psychology are often inaccurate, leads to a practical challenge when designing an experiment. This challenge can be addressed by performing sequential analyses while the data collection is still in progress. At an interim analysis, data collection can be stopped whenever the results are convincing enough to conclude that an effect is present, more data can be collected, or the study can be terminated whenever it is extremely unlikely that the predicted effect will be observed if data collection would be continued. Such interim analyses can be performed while controlling the Type 1 error rate. Sequential analyses can greatly improve the efficiency with which data are collected. Additional flexibility is provided by adaptive designs where sample sizes are increased on the basis of the observed effect size. The need for pre\u2010registration, ways to prevent experimenter bias, and a comparison between Bayesian approaches and null\u2010hypothesis significance testing (NHST) are discussed. Sequential analyses, which are widely used in large\u2010scale medical trials, provide an efficient way to perform high\u2010powered informative experiments. I hope this introduction will provide a practical primer that allows researchers to incorporate sequential analyses in their research. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1002/ejsp.2023", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/perspectives-on-improving-methods-in-psy.md b/content/curated_resources/perspectives-on-improving-methods-in-psy.md new file mode 100644 index 00000000000..835cc13a71d --- /dev/null +++ b/content/curated_resources/perspectives-on-improving-methods-in-psy.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 13:34:16", + "title": "Perspectives on Improving Methods in Psychological Science", + "link_to_resource": "https://osf.io/87t4g/", + "creators": [ + "Charlotte Hartwright" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A syllabus about open science", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/perspectives-replication-is-more-than-me.md b/content/curated_resources/perspectives-replication-is-more-than-me.md new file mode 100644 index 00000000000..4ffb47f4115 --- /dev/null +++ b/content/curated_resources/perspectives-replication-is-more-than-me.md @@ -0,0 +1,52 @@ +{ + "timestamp": "9/12/2023 13:52:04", + "title": "Perspectives: Replication is more than meets the eye", + "link_to_resource": "https://doi.org/10.1080/02650487.2023.2245278", + "creators": [ + "Lars Bergkvist", + "Freya De Keyzer", + "Cristian Buzeta" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Drawing on recent research and debates in social sciences, this paper situates replication in an advertising research context. We clarify the role of replication in the field and outline the challenges inherent in replication studies in advertising research. We further elaborate on how researchers should engage in replication research to increase the truth value of advertising research while overcoming the obstacles to replication research. Finally, we discuss how advertising scholars, reviewers, and editors can facilitate replication research to reduce the share of false-positive results and accumulate knowledge in the discipline. We see replication as critical in advertising research, given the high variability of experimental factors and the applied nature of the field. Therefore, a better understanding of replications and the challenges of advertising research should inspire scholars to engage in more replication attempts and reviewers and editors to consider it for publication.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Methodology", + "Marketing", + "Advertising", + "Replication", + "Exact Replication", + "Close Replication", + "Constructive Replication", + "Conceptual Replication", + "Truth Value" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1080/02650487.2023.2245278", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/philosophical-psychology-1989.md b/content/curated_resources/philosophical-psychology-1989.md new file mode 100644 index 00000000000..593206d2648 --- /dev/null +++ b/content/curated_resources/philosophical-psychology-1989.md @@ -0,0 +1,49 @@ +{ + "timestamp": "2020-05-15T17:50:57.842Z", + "title": "Philosophical Psychology 1989", + "link_to_resource": "http://meehl.umn.edu/video", + "creators": [ + "P. E. Meehl" + ], + "material_type": [ + "Primary Source", + "Student Guide", + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "P. E. Meehl did first 10 sessions (Winter Quarter, Jan\u2013Mar 1989). In the Spring Quarter, several other department members lectured on various topics. Then PEM did last two sessions (5/25/89 and 6/1/89).", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Course", + "Video" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Philosophy of science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/plan-e-for-education-open-access-to-educ.md b/content/curated_resources/plan-e-for-education-open-access-to-educ.md new file mode 100644 index 00000000000..0790976a4af --- /dev/null +++ b/content/curated_resources/plan-e-for-education-open-access-to-educ.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2/6/2025 5:48:54", + "title": "Plan E for Education: open access to educational materials created in publicly funded universities", + "link_to_resource": "https://doi.org/10.1629/uksg.607", + "creators": [ + "Richard F. Heller" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Plan E for Education is my proposal that a proportion of the educational resources generated in publicly funded universities be made freely available for sharing and use by others. Thus, high quality education, produced through public funding, could be made available to other universities and individual autodidacts and for the development of innovative educational delivery methods. This would be the educational equivalent of initiatives that require publicly funded research to be published in open access journals or platforms. Available educational resources would involve whole or sections of courses including assessments, not just isolated resources.\n\nPlan E would require the establishment and curation of open repositories and might consider a peer review system for educational materials to mirror that already used for research publications. Academic credit could then flow to those who publish and review educational resources and extend to other academic input such as updating the work and creating instructional materials.\n\nThere is considerable expertise and enthusiasm for, as well as successful examples of, open access education globally, but this is unevenly spread, and its adoption is hindered by factors at institutional and individual educator levels. Most university-generated educational material is still kept behind institutional paywalls. If we accept the need for change so that, as for research outputs, educational resources become open to access, Plan E might provide the global impetus for such change and make a contribution to reducing inequality in access to higher education.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Access", + "Open Educational Resources", + "Open Educational Practices", + "Plan S", + "Universities", + "Paywall" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "10.1629/uksg.607", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/platform-controlled-social-media-apis-th.md b/content/curated_resources/platform-controlled-social-media-apis-th.md new file mode 100644 index 00000000000..fa859075b91 --- /dev/null +++ b/content/curated_resources/platform-controlled-social-media-apis-th.md @@ -0,0 +1,66 @@ +{ + "timestamp": "11/6/2023 12:14:21", + "title": "Platform-controlled social media APIs threaten open science", + "link_to_resource": "https://doi.org/10.1038/s41562-023-01750-2", + "creators": [ + "Brittany I. Davidson", + "Darja Wischerath", + "Daniel Racek", + "Douglas A. Parry", + "Emily Godwin", + "Joanne Hinds", + "Dirk van der Linden", + "Jonathan F. Roscoe", + "Laura Ayravainen", + "Alicia G. Cork" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Social media data enable insights into human behaviour. Researchers can access these data via platform-provided application programming interfaces (APIs), but these come with restrictive usage terms that mean studies cannot be reproduced or replicated. Platform-owned APIs hinder access, transparency and scientific knowledge.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Human Behaviour", + "Science", + "Technology", + "Society", + "Social Sciences" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Free and open source software, Reasons to share data and materials", + "doi": "10.1038/s41562-023-01750-2", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/plotting-and-programming-in-python.md b/content/curated_resources/plotting-and-programming-in-python.md new file mode 100644 index 00000000000..8827e8ebb31 --- /dev/null +++ b/content/curated_resources/plotting-and-programming-in-python.md @@ -0,0 +1,107 @@ +{ + "timestamp": "01/01/2020", + "title": "Plotting and Programming in Python", + "link_to_resource": "http://swcarpentry.github.io/python-novice-gapminder/", + "creators": [ + "Adam Steer", + "Allen Lee", + "Andreas Hilboll", + "Ashley Champagne", + "Benjamin", + "Benjamin Roberts", + "CanWood", + "Carlos Henrique Brandt", + "Carlos M Ortiz Marrero", + "Cephalopd", + "Cian Wilson", + "Daniel W Kerchner", + "Dan M\u00f8nster", + "Daria Orlowska", + "Dave Lampert", + "David Matten", + "Erin Alison Becker", + "Florian Goth", + "Francisco J. Mart\u00ednez", + "Greg Wilson", + "ian", + "Jacob Deppen", + "Jarno Rantaharju", + "Jeremy Zucker", + "Jonah Duckles", + "Kees den Heijer", + "Keith Gilbertson", + "Kyle E Niemeyer", + "Lex Nederbragt", + "Logan Cox", + "Louis Vernon", + "Lucy Dorothy Whalley", + "Madeleine Bonsma-Fisher", + "Mark Phillips", + "Mark Slater", + "Maxim Belkin", + "Michael Beyeler", + "Mike Henry", + "mzc9", + "Narayanan Raghupathy", + "Nigel Bosch", + "Olav Vahtras", + "Pablo Hernandez-Cerdan", + "Paul Anzel", + "Phil Tooley", + "Raniere Silva", + "Robert Woodward", + "Ryan Avery", + "Ryan Gregory James", + "Sarah M Brown", + "SBolo", + "Shyam Dwaraknath", + "Sourav Singh", + "St\u00e9phane Guillou", + "Steven Koenig", + "Taylor Smith", + "Thor Wikfeldt", + "Timothy Warren", + "Tyler Martin", + "Vasu Venkateshwaran", + "Vikas Pejaver" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This lesson is part of Software Carpentry workshops and teach an introduction to plotting and programming using python. This lesson is an introduction to programming in Python for people with little or no previous programming experience. It uses plotting as its motivating example, and is designed to be used in both Data Carpentry and Software Carpentry workshops. This lesson references JupyterLab, but can be taught using a regular Python interpreter as well. Please note that this lesson uses Python 3 rather than Python 2.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "Python", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Free and open source software", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/point-of-view-an-annotated-introductory.md b/content/curated_resources/point-of-view-an-annotated-introductory.md new file mode 100644 index 00000000000..e2881e70af6 --- /dev/null +++ b/content/curated_resources/point-of-view-an-annotated-introductory.md @@ -0,0 +1,42 @@ +{ + "timestamp": "3/20/2025 16:28:11", + "title": "Point of View: An annotated introductory reading list for neurodiversity", + "link_to_resource": "https://doi.org/10.7554/eLife.102467", + "creators": [ + "Mirela Zaneva Is a corresponding author Tao Coll-Mart\u00ednYseult H\u00e9jja-BrichardTamara KalandadzeAndrea KisAlicja KoperskaMarie Adrienne Robles ManaliliAdrien MathyChristopher J GrahamAnna HollisRobert M RossSiu Kit YeungVeronica AllenFlavio AzevedoEmily FriedelStephanie FullerVaitsa GiannouliBiljana GjoneskaHelena HartmannMax KorbmacherMahmoud M ElsherifAlyssa Hillary Zisk and FORRT" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Since its inception, the concept of neurodiversity has been defined in a number of different ways, which can cause confusion among those hoping to educate themselves about the topic. Learning about neurodiversity can also be challenging because there is a lack of well-curated, appropriately contextualized information on the topic. To address such barriers, we present an annotated reading list that was developed collaboratively by a neurodiverse group of researchers. The nine themes covered in the reading list are: the history of neurodiversity; ways of thinking about neurodiversity; the importance of lived experience; a neurodiversity paradigm for autism science; beyond deficit views of ADHD; expanding the scope of neurodiversity; anti-ableism; the need for robust theory and methods; and integration with open and participatory work. We hope this resource can support readers in understanding some of the key ideas and topics within neurodiversity, and that it can further orient researchers towards more rigorous, destigmatizing, accessible, and inclusive scientific practices.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Parent", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Neurodiversity; Inclusivity; Autism; ADHD; Participatory Research; Inclusive Scientific Practices" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Ways of Working", + "forrt_sub_clusters": "Neurodiversity, Inclusion, Participatory research", + "doi": "10.7554/eLife.102467", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/point-of-view-how-open-science-helps-res.md b/content/curated_resources/point-of-view-how-open-science-helps-res.md new file mode 100644 index 00000000000..0e574954fd4 --- /dev/null +++ b/content/curated_resources/point-of-view-how-open-science-helps-res.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-29T18:17:17.072Z", + "title": "Point of View: How open science helps researchers succeed", + "link_to_resource": "https://doi.org/10.7554/eLife.16800", + "creators": [ + "Erin C McKiernan et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Open access, open data, open source and other open scholarship practices are growing in popularity and necessity. However, widespread adoption of these practices has not yet been achieved. One reason is that researchers are uncertain about how sharing their work will affect their careers. We review literature demonstrating that open research is associated with increases in citations, media attention, potential collaborators, job opportunities and funding opportunities. These findings are evidence that open research practices bring significant benefits to researchers relative to more traditional closed practices.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "10.7554/eLife.16800", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/policy-recommendations-to-ensure-that-re.md b/content/curated_resources/policy-recommendations-to-ensure-that-re.md new file mode 100644 index 00000000000..678dc14e37f --- /dev/null +++ b/content/curated_resources/policy-recommendations-to-ensure-that-re.md @@ -0,0 +1,55 @@ +{ + "timestamp": "8/18/2023 12:29:48", + "title": "Policy recommendations to ensure that research software is openly accessible and reusable", + "link_to_resource": "https://doi.org/10.1371/journal.pbio.3002204", + "creators": [ + "Erin C. McKiernan", + "Lorena Barba", + "Philip E. Bourne", + "Caitlin Carter", + "Zach Chandler", + "Sayeed Choudhury", + "Stephen Jacobs", + "Daniel S. Katz", + "Stefanie Lieggi", + "Beth Plale", + "Greg Tananbaum" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "Research data is optimized when it can be freely accessed and reused. To maximize research equity, transparency, and reproducibility, policymakers should take concrete steps to ensure that research software is openly accessible and reusable.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian", + "Policymaker" + ], + "subject_areas": [ + "Applied Science", + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "research", + "software", + "open software" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Licenses and reuse", + "doi": "10.1371/journal.pbio.3002204", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/poor-replication-validity-of-biomedical.md b/content/curated_resources/poor-replication-validity-of-biomedical.md new file mode 100644 index 00000000000..146d34cb60a --- /dev/null +++ b/content/curated_resources/poor-replication-validity-of-biomedical.md @@ -0,0 +1,52 @@ +{ + "timestamp": "01/01/2020", + "title": "Poor replication validity of biomedical association studies reported by newspapers", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0172650", + "creators": [ + "Andy Smith", + "Estelle Dumas-Mallet", + "Fran\u00e7ois Gonon", + "Thomas Boraud" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Objective To investigate the replication validity of biomedical association studies covered by newspapers. Methods We used a database of 4723 primary studies included in 306 meta-analysis articles. These studies associated a risk factor with a disease in three biomedical domains, psychiatry, neurology and four somatic diseases. They were classified into a lifestyle category (e.g. smoking) and a non-lifestyle category (e.g. genetic risk). Using the database Dow Jones Factiva, we investigated the newspaper coverage of each study. Their replication validity was assessed using a comparison with their corresponding meta-analyses. Results Among the 5029 articles of our database, 156 primary studies (of which 63 were lifestyle studies) and 5 meta-analysis articles were reported in 1561 newspaper articles. The percentage of covered studies and the number of newspaper articles per study strongly increased with the impact factor of the journal that published each scientific study. Newspapers almost equally covered initial (5/39 12.8%) and subsequent (58/600 9.7%) lifestyle studies. In contrast, initial non-lifestyle studies were covered more often (48/366 13.1%) than subsequent ones (45/3718 1.2%). Newspapers never covered initial studies reporting null findings and rarely reported subsequent null observations. Only 48.7% of the 156 studies reported by newspapers were confirmed by the corresponding meta-analyses. Initial non-lifestyle studies were less often confirmed (16/48) than subsequent ones (29/45) and than lifestyle studies (31/63). Psychiatric studies covered by newspapers were less often confirmed (10/38) than the neurological (26/41) or somatic (40/77) ones. This is correlated to an even larger coverage of initial studies in psychiatry. Whereas 234 newspaper articles covered the 35 initial studies that were later disconfirmed, only four press articles covered a subsequent null finding and mentioned the refutation of an initial claim. Conclusion Journalists preferentially cover initial findings although they are often contradicted by meta-analyses and rarely inform the public when they are disconfirmed.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "ADHD", + "Analysis", + "Bibliometrics", + "Biomarkers", + "Breast Cancer", + "Data", + "Health Risk Analysis", + "Mental Health and Psychiatry", + "Meta-analysis", + "Publishing", + "Scientific Publishing" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1371/journal.pone.0172650", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/poor-statistical-reporting-inadequate-da.md b/content/curated_resources/poor-statistical-reporting-inadequate-da.md new file mode 100644 index 00000000000..4f426324edb --- /dev/null +++ b/content/curated_resources/poor-statistical-reporting-inadequate-da.md @@ -0,0 +1,53 @@ +{ + "timestamp": "01/01/2020", + "title": "Poor statistical reporting, inadequate data presentation and spin persist despite editorial advice", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0202121", + "creators": [ + "Annie A. Butler", + "Joanna Diong", + "Martin E. H\u00e9roux", + "Simon C. Gandevia" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The Journal of Physiology and British Journal of Pharmacology jointly published an editorial series in 2011 to improve standards in statistical reporting and data analysis. It is not known whether reporting practices changed in response to the editorial advice. We conducted a cross-sectional analysis of reporting practices in a random sample of research papers published in these journals before (n = 202) and after (n = 199) publication of the editorial advice. Descriptive data are presented. There was no evidence that reporting practices improved following publication of the editorial advice. Overall, 76-84% of papers with written measures that summarized data variability used standard errors of the mean, and 90-96% of papers did not report exact p-values for primary analyses and post-hoc tests. 76-84% of papers that plotted measures to summarize data variability used standard errors of the mean, and only 2-4% of papers plotted raw data used to calculate variability. Of papers that reported p-values between 0.05 and 0.1, 56-63% interpreted these as trends or statistically significant. Implied or gross spin was noted incidentally in papers before (n = 10) and after (n = 9) the editorial advice was published. Overall, poor statistical reporting, inadequate data presentation and spin were present before and after the editorial advice was published. While the scientific community continues to implement strategies for improving reporting practices, our results indicate stronger incentives or enforcements are needed.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Bioassays and Physiological Analysis", + "Clinical Trials", + "Data", + "Data Processing", + "Drug Research and Development", + "Medical Journals", + "Pharmacology", + "Research Integrity", + "Research Reporting Guidelines", + "Research Validity", + "Scientific Publishing", + "Statistical Data" + ], + "forrt_clusters_new": "Research Integrity, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Publication, Peer Review, and Research Integrity", + "doi": "10.1371/journal.pone.0202121", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/positionality-statements-are-just-the-ti.md b/content/curated_resources/positionality-statements-are-just-the-ti.md new file mode 100644 index 00000000000..7dcb76c6039 --- /dev/null +++ b/content/curated_resources/positionality-statements-are-just-the-ti.md @@ -0,0 +1,61 @@ +{ + "timestamp": "9/6/2023 10:59:16", + "title": "Positionality Statements are just the tip of the Iceberg: Moving toward a Reflexive Process", + "link_to_resource": "https://doi.org/10.1615/JWomenMinorScienEng.2022044277", + "creators": [ + "Julie Martin", + "Renee Desing", + "Maura Borrego" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In July 2020, Journal of Women and Minorities in Science and Engineering (JWM)\nstarted requiring a positionality statement in each paper published. To the best of our\nknowledge, requiring a positionality statement at JWM is a first for a journal in science,\ntechnology, engineering, and mathematics (STEM) education, although some other\njournals are beginning to encourage authors to include one.\n\nWith this editorial, we, the JWM editorial staff, want to clarify several aspects about\npositionality statements. We understand positionality statements to be only one part of\na larger process of reflexivity. We also understand that for many JWM authors, professional and personal risks are associated with revealing identities in positionality statements. It is our hope that positionality statements\u2014when understood in these more\ncomplex ways\u2014will result in higher quality, more socially just research. And that is\nwhy JWM has committed to them.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian", + "Journal Editors" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Positionality", + "Author Guidelines", + "Reviewer Guidelines", + "Reflexivity", + "Transparency" + ], + "forrt_clusters_new": "Qualitative Research", + "forrt_sub_clusters": "Reflexivity and positionality", + "doi": "10.1615/JWomenMinorScienEng.2022044277", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/positionality-statements-in-science.md b/content/curated_resources/positionality-statements-in-science.md new file mode 100644 index 00000000000..29f19c4502d --- /dev/null +++ b/content/curated_resources/positionality-statements-in-science.md @@ -0,0 +1,47 @@ +{ + "timestamp": "1/12/2025 10:14:27", + "title": "Positionality statements in science", + "link_to_resource": "https://doi.org/10.12688/openreseurope.17058.2", + "creators": [ + "Veli-Matti Karhulahti" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The goal of this essay is to clarify positionality as an epistemological scientific concept and address related misunderstandings to help researchers assess whether statements thereof contribute to their work. Positionality statements can be useful for various research designs across scientific fields, when they are used knowingly.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Bias", + "Epistemology", + "Interdisciplinary", + "Knowledge", + "Methodology", + "Objectivity", + "Philosophy of Science", + "Subjectivity" + ], + "forrt_clusters_new": "Qualitative Research", + "forrt_sub_clusters": "Reflexivity and positionality", + "doi": "10.12688/openreseurope.17058.2", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/positive-deviance-underlies-successful-s.md b/content/curated_resources/positive-deviance-underlies-successful-s.md new file mode 100644 index 00000000000..6777a6ce181 --- /dev/null +++ b/content/curated_resources/positive-deviance-underlies-successful-s.md @@ -0,0 +1,43 @@ +{ + "timestamp": "12/19/2024 9:17:34", + "title": "Positive Deviance Underlies Successful Science: Normative Methodologies Risk Throwing out the Baby With the Bathwater", + "link_to_resource": "https://doi.org/10.1177/10892680241235120", + "creators": [ + "R. Hans Phaf" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Successful science needs deviant ideas that may challenge established norms. The last decade saw an unprecedented science-engineering project, with strict rules on preregistration, statistical testing, result-independent guaranteed publication, replication, and openness badging being enforced by psychological journals. These normative methodologies seek to prevent failure (negative deviance) rather than promote success (positive deviance), and run counter to the historical development of successful science. By narrowly focusing on research data, while avoiding theoretical bias, they are inadequate for tackling, often intractable, scientific problems. Instead, unconventional, exceptional, and even initially implausible hypotheses should be fostered. A novel connection is drawn between positive deviance and the unplanned, haphazard evolution of successful science. Hypotheses compete for the highest fitness while probing an ever-changing, infinitely wide, empirical and theoretical landscape. The winner constitutes the positive deviant, but always remains subject to future competition. Losing negative deviants, which may share characteristics with winners, become irrelevant, sometimes long after their inception, and eventually sink into oblivion. Normative methodologies aim to curb negative deviants at their source, but also cut off positive deviants and may freeze successful science. More room for deviance and a theory primacy are advocated, allowing research to generate discovery and innovation in psychological science.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Positive Deviance", + "Evolution of Science", + "Normative Methodologies", + "Open Theory" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.1177/10892680241235120", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/positive-deviance-underlies-successful-s_2.md b/content/curated_resources/positive-deviance-underlies-successful-s_2.md new file mode 100644 index 00000000000..03b6364937d --- /dev/null +++ b/content/curated_resources/positive-deviance-underlies-successful-s_2.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2/27/2025 3:32:51", + "title": "Positive Deviance Underlies Successful Science: Normative Methodologies Risk Throwing out the Baby With the Bathwater", + "link_to_resource": "https://doi.org/10.1177/10892680241235120", + "creators": [ + "R. Hans Phaf" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Successful science needs deviant ideas that may challenge established norms. The last decade saw an unprecedented science-engineering project, with strict rules on preregistration, statistical testing, result-independent guaranteed publication, replication, and openness badging being enforced by psychological journals. These normative methodologies seek to prevent failure (negative deviance) rather than promote success (positive deviance), and run counter to the historical development of successful science. By narrowly focusing on research data, while avoiding theoretical bias, they are inadequate for tackling, often intractable, scientific problems. Instead, unconventional, exceptional, and even initially implausible hypotheses should be fostered. A novel connection is drawn between positive deviance and the unplanned, haphazard evolution of successful science. Hypotheses compete for the highest fitness while probing an ever-changing, infinitely wide, empirical and theoretical landscape. The winner constitutes the positive deviant, but always remains subject to future competition. Losing negative deviants, which may share characteristics with winners, become irrelevant, sometimes long after their inception, and eventually sink into oblivion. Normative methodologies aim to curb negative deviants at their source, but also cut off positive deviants and may freeze successful science. More room for deviance and a theory primacy are advocated, allowing research to generate discovery and innovation in psychological science.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Deviance", + "Open Science", + "Evolution Of Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.1177/10892680241235120", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/positive-results-increase-down-the-hiera.md b/content/curated_resources/positive-results-increase-down-the-hiera.md new file mode 100644 index 00000000000..fb4456e230c --- /dev/null +++ b/content/curated_resources/positive-results-increase-down-the-hiera.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-05T19:16:04.774Z", + "title": "\u2018\u2018Positive\u2019\u2019 Results Increase Down the Hierarchy of the Sciences", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0010068", + "creators": [ + "Daniele Fanelli" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The hypothesis of a Hierarchy of the Sciences with physical sciences at the top, social sciences at the bottom, and biological sciences in-between is nearly 200 years old. This order is intuitive and reflected in many features of academic life, but whether it reflects the \u201chardness\u201d of scientific research\u2014i.e., the extent to which research questions and results are determined by data and theories as opposed to non-cognitive factors\u2014is controversial. This study analysed 2434 papers published in all disciplines and that declared to have tested a hypothesis. It was determined how many papers reported a \u201cpositive\u201d (full or partial) or \u201cnegative\u201d support for the tested hypothesis. If the hierarchy hypothesis is correct, then researchers in \u201csofter\u201d sciences should have fewer constraints to their conscious and unconscious biases, and therefore report more positive outcomes. Results confirmed the predictions at all levels considered: discipline, domain and methodology broadly defined. Controlling for observed differences between pure and applied disciplines, and between papers testing one or several hypotheses, the odds of reporting a positive result were around 5 times higher among papers in the disciplines of Psychology and Psychiatry and Economics and Business compared to Space Science, 2.3 times higher in the domain of social sciences compared to the physical sciences, and 3.4 times higher in studies applying behavioural and social methodologies on people compared to physical and chemical studies on non-biological material. In all comparisons, biological studies had intermediate values. These results suggest that the nature of hypotheses tested and the logical and methodological rigour employed to test them vary systematically across disciplines and fields, depending on the complexity of the subject matter and possibly other factors (e.g., a field's level of historical and/or intellectual development). On the other hand, these results support the scientific status of the social sciences against claims that they are completely subjective, by showing that, when they adopt a scientific approach to discovery, they differ from the natural sciences only by a matter of degree.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-analyses", + "doi": "10.1371/journal.pone.0010068", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/power-analysis-and-effect-size-in-mixed.md b/content/curated_resources/power-analysis-and-effect-size-in-mixed.md new file mode 100644 index 00000000000..35b501490f4 --- /dev/null +++ b/content/curated_resources/power-analysis-and-effect-size-in-mixed.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-04T19:39:07.878Z", + "title": "Power Analysis and Effect Size in Mixed Effects Models: A Tutorial. ", + "link_to_resource": "https://doi.org/10.5334/joc.10", + "creators": [ + "Brysbaert", + "M. and Stevens", + "M." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In psychology, attempts to replicate published findings are less successful than expected. For properly powered studies replication rate should be around 80%, whereas in practice less than 40% of the studies selected from different areas of psychology can be replicated. Researchers in cognitive psychology are hindered in estimating the power of their studies, because the designs they use present a sample of stimulus materials to a sample of participants, a situation not covered by most power formulas. To remedy the situation, we review the literature related to the topic and introduce recent software packages, which we apply to the data of two masked priming studies with high power. We checked how we could estimate the power of each study and how much they could be reduced to remain powerful enough. On the basis of this analysis, we recommend that a properly powered reaction time experiment with repeated measures has at least 1,600 word observations per condition (e.g., 40 participants, 40 stimuli). This is considerably more than current practice. We also show that researchers must include the number of observations in meta-analyses because the effect sizes currently reported depend on the number of stimuli presented to the participants. Our analyses can easily be applied to new datasets gathered.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.5334/joc.10", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/power-failure-why-small-sample-size-unde.md b/content/curated_resources/power-failure-why-small-sample-size-unde.md new file mode 100644 index 00000000000..0a4f5f55b3e --- /dev/null +++ b/content/curated_resources/power-failure-why-small-sample-size-unde.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-22T19:06:59.335Z", + "title": "Power failure: why small sample size undermines the reliability of neuroscience", + "link_to_resource": "https://doi.org/10.1038/nrn3475", + "creators": [ + "Katherine Button et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A study with low statistical power has a reduced chance of detecting a true effect, but it is less well appreciated that low power also reduces the likelihood that a statistically significant result reflects a true effect. Here, we show that the average statistical power of studies in the neurosciences is very low. The consequences of this include overestimates of effect size and low reproducibility of results. There are also ethical dimensions to this problem, as unreliable research is inefficient and wasteful. Improving reproducibility in neuroscience is a key priority and requires attention to well-established but often ignored methodological principles.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1038/nrn3475", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/power-posing-reassessing-the-evidence-be.md b/content/curated_resources/power-posing-reassessing-the-evidence-be.md new file mode 100644 index 00000000000..413b27c59a2 --- /dev/null +++ b/content/curated_resources/power-posing-reassessing-the-evidence-be.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-09T07:20:18.729Z", + "title": "Power Posing: Reassessing The Evidence Behind The Most Popular TED Talk", + "link_to_resource": "http://datacolada.org/2015/05/08/37-power-posing-reassessing-the-evidence-behind-the-most-popular-ted-talk/", + "creators": [ + "Joe Simmons and Uri Simonsohn" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A recent paper in Psych Science (.pdf) reports a failure to replicate the study that inspired a TED Talk that has been seen 25 million times. [1] The talk invited viewers to do better in life by assuming high-power poses, just like Wonder Woman's below, but the replication found that power-posing was inconsequential. If an original finding is a false positive then its replication is likely to fail, but a failed replication need not imply that the original was a false positive. In this post we try to figure out why the replication failed.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "The politics of replicating famous studies", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/power-up-a-reanalysis-of-power-failure-i.md b/content/curated_resources/power-up-a-reanalysis-of-power-failure-i.md new file mode 100644 index 00000000000..7881012cbf4 --- /dev/null +++ b/content/curated_resources/power-up-a-reanalysis-of-power-failure-i.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-03T20:28:07.675Z", + "title": "Power-up: A reanalysis of \u2018power failure\u2019 in neuroscience using mixture modeling.", + "link_to_resource": "https://doi.org/10.1523/JNEUROSCI.3592-16.2017", + "creators": [ + "Camilla L. Nord", + "Vincent Valton", + "John Wood and Jonathan P. Roiser" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Recently, evidence for endemically low statistical power has cast neuroscience findings into doubt. If low statistical power plagues neuroscience, then this reduces confidence in the reported effects. However, if statistical power is not uniformly low, then such blanket mistrust might not be warranted. Here, we provide a different perspective on this issue, analyzing data from an influential study reporting a median power of 21% across 49 meta-analyses (Button et al., 2013). We demonstrate, using Gaussian mixture modeling, that the sample of 730 studies included in that analysis comprises several subcomponents so the use of a single summary statistic is insufficient to characterize the nature of the distribution. We find that statistical power is extremely low for studies included in meta-analyses that reported a null result and that it varies substantially across subfields of neuroscience, with particularly low power in candidate gene association studies. Therefore, whereas power in neuroscience remains a critical issue, the notion that studies are systematically underpowered is not the full story: low power is far from a universal problem.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1523/JNEUROSCI.3592-16.2017", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/practical-considerations-for-navigating.md b/content/curated_resources/practical-considerations-for-navigating.md new file mode 100644 index 00000000000..766046e55fc --- /dev/null +++ b/content/curated_resources/practical-considerations-for-navigating.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "Practical Considerations for Navigating Registered Reports", + "link_to_resource": "https://www.cell.com/trends/neurosciences/fulltext/S0166-2236(19)30124-9", + "creators": [ + "Albers C", + "Button K S", + "Chambers C D", + "Helen Wills Neuroscience Institute University Of California Berkeley Ca Usa", + "Jason M", + "Jscimeca Berkeley Edu", + "Kiyonaga Berkeley Edu", + "Lakens D", + "Nosek B A", + "Poldrack R A" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Practical Considerations for Navigating Registered Reports", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Research" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/practical-guides-on-open-science-for-res.md b/content/curated_resources/practical-guides-on-open-science-for-res.md new file mode 100644 index 00000000000..ee5ec3dd68a --- /dev/null +++ b/content/curated_resources/practical-guides-on-open-science-for-res.md @@ -0,0 +1,41 @@ +{ + "timestamp": "10/20/2023 8:21:23", + "title": "Practical guides on open science for researchers in the Netherlands", + "link_to_resource": "https://www.rug.nl/library/open-access/blog/practical-guides-on-open-science-for-researchers-in-the-netherlands", + "creators": [ + "Giulia Trentacosti" + ], + "material_type": [ + "Activity/Lab", + "Simulation" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A recently published series of open science guides help researchers in the Netherlands navigate open science. They cover topics such as pre-prints, open licenses, questionable publication practices (forthcoming) and how to apply open science in practice.\n\nAll guides are open access and are available via the open repository Zenodo. For ease of reference, we have gathered the guides below. The list will be updated as more guides are published in the future. ", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Early Career Researcher", + "Preprints", + "Creative Commons", + "Open Educational Resources" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/practical-solutions-for-sharing-data-and.md b/content/curated_resources/practical-solutions-for-sharing-data-and.md new file mode 100644 index 00000000000..d491045ace0 --- /dev/null +++ b/content/curated_resources/practical-solutions-for-sharing-data-and.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-29T18:30:35.236Z", + "title": "Practical Solutions for Sharing Data and Materials From Psychological Research", + "link_to_resource": "https://doi.org/10.1177/2515245917746500", + "creators": [ + "Rick O. Gilmore", + "Joy Lorenzo Kennedy", + "and Karen E. Adolph" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Widespread sharing of data and materials (including displays and text- and video-based descriptions of experimental procedures) will improve the reproducibility of psychological science and accelerate the pace of discovery. In this article, we discuss some of the challenges to open sharing and offer practical solutions for researchers who wish to share more of the products\u2014and process\u2014of their research. Many of these solutions were devised by the Databrary.org data library for storing and sharing video, audio, and other forms of sensitive or personally identifiable data. We also discuss ways in which researchers can make shared data and materials easier for others to find and reuse. Widely adopted, these solutions and practices will increase transparency and speed progress in psychological science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses" + ], + "tags": [ + "Open Science" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories", + "doi": "10.1177/2515245917746500", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/practical-steps-for-increasing-opennes-a.md b/content/curated_resources/practical-steps-for-increasing-opennes-a.md new file mode 100644 index 00000000000..0bb14eaae4e --- /dev/null +++ b/content/curated_resources/practical-steps-for-increasing-opennes-a.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Practical steps for increasing opennes and reproducibility: an introduction to OSF, Workshop Manual", + "link_to_resource": "https://osf.io/48up3/", + "creators": [ + "Center For Open Science", + "Courtney K", + "Ian Sullivan", + "Jennifer Freeman Smith", + "Jolene Esposito", + "Natalie Meyers", + "Nicole Pfeiffer", + "Sara Bowman" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Reproducibility, Research Management Planning, Structuring a study, Preregistration + Analysis Plan, Files and Version Control, Sharing on the OSF, Incentives (Badges, RR)", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Research" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Research data management, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pre-analysis-plans-a-stocktaking.md b/content/curated_resources/pre-analysis-plans-a-stocktaking.md new file mode 100644 index 00000000000..d238904516a --- /dev/null +++ b/content/curated_resources/pre-analysis-plans-a-stocktaking.md @@ -0,0 +1,40 @@ +{ + "timestamp": "01/01/2020", + "title": "Pre-analysis Plans: A Stocktaking", + "link_to_resource": "https://osf.io/preprints/metaarxiv/e4pum/", + "creators": [ + "Daniel Posner", + "George Ofosu" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The evidence-based community has championed the public registration of pre-analysis plans (PAPs) as a solution to the problem of research credibility, but without any evidence that PAPs actually bolster the credibility of research. We analyze a representative sample of 195 pre-analysis plans (PAPs) from the American Economic Association (AEA) and Evidence in Governance and Politics (EGAP) registration platforms to assess whether PAPs are sufficiently clear, precise and comprehensive to be able to achieve their objectives of preventing \u201cfishing\u201d and reducing the scope for post-hoc adjustment of research hypotheses. We also analyze a subset of 93 PAPs from projects that have resulted in publicly available papers to ascertain how faithfully they adhere to their pre-registered specifications and hypotheses. We find significant variation in the extent to which PAPs are accomplishing the goals they were designed to achieve", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Economics" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Policy" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pre-analysis-plans-an-early-stocktaking.md b/content/curated_resources/pre-analysis-plans-an-early-stocktaking.md new file mode 100644 index 00000000000..c620c949332 --- /dev/null +++ b/content/curated_resources/pre-analysis-plans-an-early-stocktaking.md @@ -0,0 +1,43 @@ +{ + "timestamp": "12/13/2023 15:35:39", + "title": "Pre-Analysis Plans: An Early Stocktaking", + "link_to_resource": "https://doi.org/10.1017/S1537592721000931", + "creators": [ + "George K. Ofosu", + "Daniel N. Posner" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Pre-analysis plans (PAPs) have been championed as a solution to the problem of research credibility, but without any evidence that PAPs actually bolster the credibility of research. We analyze a representative sample of 195 PAPs registered on the Evidence in Governance and Politics (EGAP) and American Economic Association (AEA) registration platforms to assess whether PAPs registered in the early days of pre-registration (2011\u20132016) were sufficiently clear, precise, and comprehensive to achieve their objective of preventing \u201cfishing\u201d and reducing the scope for post-hoc adjustment of research hypotheses. We also analyze a subset of ninety-three PAPs from projects that resulted in publicly available papers to ascertain how faithfully they adhere to their pre-registered specifications and hypotheses. We find significant variation in the extent to which PAPs registered during this period accomplished the goals they were designed to achieve. We discuss these findings in light of both the costs and benefits of pre-registration, showing how our results speak to the various arguments that have been made in support of and against PAPs. We also highlight the norms and institutions that will need to be strengthened to augment the power of PAPs to improve research credibility and to create incentives for researchers to invest in both producing and policing them.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Pre-analysis Plans" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.1017/S1537592721000931", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pre-analysis-plans-have-limited-upside-e.md b/content/curated_resources/pre-analysis-plans-have-limited-upside-e.md new file mode 100644 index 00000000000..d0db9bf48c1 --- /dev/null +++ b/content/curated_resources/pre-analysis-plans-have-limited-upside-e.md @@ -0,0 +1,55 @@ +{ + "timestamp": "10/23/2023 12:26:48", + "title": "Pre-analysis Plans Have Limited Upside, Especially Where Replications Are Feasible", + "link_to_resource": "https://doi.org/10.1257/jep.29.3.81", + "creators": [ + "Lucas C. Coffman", + "Muriel Niederle" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The social sciences\u2014including economics\u2014have long called for transparency in research to counter threats to producing robust and replicable results. In this paper, we discuss the pros and cons of three of the more prominent proposed approaches: pre-analysis plans, hypothesis registries, and replications. They have been primarily discussed for experimental research, both in the field including randomized control trials and the laboratory, so we focus on these areas. A pre-analysis plan is a credibly fixed plan of how a researcher will collect and analyze data, which is submitted before a project begins. Though pre-analysis plans have been lauded in the popular press and across the social sciences, we will argue that enthusiasm for pre-analysis plans should be tempered for several reasons. Hypothesis registries are a database of all projects attempted; the goal of this promising mechanism is to alleviate the \"file drawer problem,\" which is that statistically significant results are more likely to be published, while other results are consigned to the researcher's \"file drawer.\" Finally, we evaluate the efficacy of replications. We argue that even with modest amounts of researcher bias\u2014either replication attempts bent on proving or disproving the published work, or poor replication attempts\u2014replications correct even the most inaccurate beliefs within three to five replications. We offer practical proposals for how to increase the incentives for researchers to carry out replications.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Critique" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "10.1257/jep.29.3.81", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pre-registration-and-results-free-review.md b/content/curated_resources/pre-registration-and-results-free-review.md new file mode 100644 index 00000000000..c0a2cc366cf --- /dev/null +++ b/content/curated_resources/pre-registration-and-results-free-review.md @@ -0,0 +1,55 @@ +{ + "timestamp": "10/30/2023 13:15:52", + "title": "Pre-registration and Results-Free Review in Observational and Qualitative Research", + "link_to_resource": "https://doi.org/10.1017/9781108762519.009", + "creators": [ + "Alan M. Jacobs" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Amidst rising concern about publication bias, pre-registration and results-blind review have grown rapidly in use. Yet discussion of both the problem of publication bias and of potential solutions has been remarkably narrow in scope: publication bias has been understood largely as a problem afflicting quantitative studies, while pre-registration and results-blind review have been almost exclusively applied to experimental or otherwise prospective research. This chapter examines the potential contributions of pre-registration and results-blind review to qualitative and quantitative retrospective research. First, the chapter provides an empirical assessment of the degree of publication bias in qualitative political science research. Second, it elaborates a general analytic framework for evaluating the feasbility and utility of pre-registration and results-blind review for confirmatory studies. Third, through a review of published studies, the paper demonstrates that much observational\u2014and, especially, qualitative\u2014political science research displays features that would make for credible pre-registration. The paper concludes that pre-registration and results-blind review have the potential to enhance the validity of confirmatory research across a range of empirical methods, while elevating exploratory work by making it harder to disguise discovery as testing.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Publication Bias", + "Qualitative Research", + "Political Science", + "Observational Research", + "Results-Blind Review" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1017/9781108762519.009", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pre-registration-in-social-psychology-a.md b/content/curated_resources/pre-registration-in-social-psychology-a.md new file mode 100644 index 00000000000..a14da003f19 --- /dev/null +++ b/content/curated_resources/pre-registration-in-social-psychology-a.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-07T19:35:51.581Z", + "title": "Pre-registration in social psychology\u2014A discussion and suggested template", + "link_to_resource": "https://doi.org/10.1016/j.jesp.2016.03.004", + "creators": [ + "van \u2018t Veer", + "A.E.", + "& Giner-Sorolla", + "R." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Pre-registration of studies before they are conducted has recently become more feasible for researchers, and is encouraged by an increasing number of journals. However, because the practice of pre-registration is relatively new to psychological science, specific guidelines for the content of registrations are still in a formative stage. After giving a brief history of pre-registration in medical and psychological research, we outline two different models that can be applied\u2014reviewed and unreviewed pre-registration\u2014and discuss the advantages of each model to science as a whole and to the individual scientist, as well as some of their drawbacks and limitations. Finally, we present and justify a proposed standard template that can facilitate pre-registration. Researchers can use the template before and during the editorial process to meet article requirements and enhance the robustness of their scholarly efforts. (", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration" + ], + "tags": [ + "Transparency" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1016/j.jesp.2016.03.004", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pre-registration-in-the-undergraduate-di.md b/content/curated_resources/pre-registration-in-the-undergraduate-di.md new file mode 100644 index 00000000000..3fb349acd83 --- /dev/null +++ b/content/curated_resources/pre-registration-in-the-undergraduate-di.md @@ -0,0 +1,58 @@ +{ + "timestamp": "12/18/2023 17:04:27", + "title": "Pre-Registration in the Undergraduate Dissertation: A Critical Discussion", + "link_to_resource": "https://eric.ed.gov/?id=EJ1257790", + "creators": [ + "Madeleine Pownall" + ], + "material_type": [ + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Over recent years, psychology has become increasingly concerned with reproducibility and replicability of research findings (Munaf\u00f2 et al., 2017). One method of ensuring that research is hypothesis driven, as opposed to data driven, is the process of publicly pre-registering a study's hypotheses, data analysis plan, and procedure prior to data collection (Nosek et al., 2018). This paper discusses the potential benefits of introducing pre-registration to the undergraduate dissertation. The utility of pre-registration as a pedagogic practice within dissertation supervision is also critically appraised, with reference to open science literature. Here, it is proposed that encouraging pre-registration of undergraduate dissertation work may alleviate some pedagogic challenges, such as statistics anxiety, questionable research practices, and research clarity and structure. Perceived barriers, such as time and resource constraints, are also discussed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Psychology", + "Undergraduate Students", + "Student Research", + "Teaching Methods", + "Research Reports", + "Supervision", + "Barriers", + "Role", + "Research Design", + "Foreign Countries" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Understanding the types of preregistration and writing one.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pre-registration-of-clinical-trials-is-a.md b/content/curated_resources/pre-registration-of-clinical-trials-is-a.md new file mode 100644 index 00000000000..4a3ef2da8a5 --- /dev/null +++ b/content/curated_resources/pre-registration-of-clinical-trials-is-a.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-07T18:08:06.000Z", + "title": "Pre-registration of clinical trials is associated with fewer positive findings", + "link_to_resource": "http://theincidentaleconomist.com/wordpress/pre-registration-of-clinical-trials-is-associated-with-fewer-positive-findings/", + "creators": [ + "Bill Gardner" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Pre-registration of clinical trials is associated with fewer positive findings", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Blog", + "Open Science", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pre-registration-of-mathematical-models.md b/content/curated_resources/pre-registration-of-mathematical-models.md new file mode 100644 index 00000000000..8de6862356d --- /dev/null +++ b/content/curated_resources/pre-registration-of-mathematical-models.md @@ -0,0 +1,55 @@ +{ + "timestamp": "10/27/2023 10:32:14", + "title": "Pre-registration of mathematical models", + "link_to_resource": "https://doi.org/10.1016/j.mbs.2022.108782", + "creators": [ + "John P.A. Ioannidis" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Pre-registration is a research practice where a protocol is deposited in a repository before a scientific project is performed. The protocol may be publicly visible immediately upon deposition or it may remain hidden until the work is completed/published. It may include the analysis plan, outcomes, and/or information about how evaluation of performance (e.g. forecasting ability) will be made, Pre-registration aims to enhance the trust one can put on scientific work. Deviations from the original plan, may still often be desirable, but pre-registration makes them transparent. While pre-registration has been advocated and used to variable extent in diverse types of research, there has been relatively little attention given to the possibility of pre-registration for mathematical modeling studies. Feasibility of pre-registration depends on the type of modeling and the ability to pre-specify processes and outcomes. In some types of modeling, in particular those that involve forecasting or other outcomes that can be appraised in the future, trust in model performance would be enhanced through pre-registration. Pre-registration can also be seen as a component of a larger suite of research practices that aim to improve documentation, transparency, and sharing\u2014eventually allowing better reproducibility of the research work. The current commentary discusses the evolving landscape of the concept of pre-registration as it relates to different mathematical modeling activities, the potential advantages and disadvantages, feasibility issues, and realistic goals.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Mathematical Modeling", + "Preregistration", + "Bias", + "Reproducibility" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.1016/j.mbs.2022.108782", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pre-registration-weighing-costs-and-bene.md b/content/curated_resources/pre-registration-weighing-costs-and-bene.md new file mode 100644 index 00000000000..db2c0a10e81 --- /dev/null +++ b/content/curated_resources/pre-registration-weighing-costs-and-bene.md @@ -0,0 +1,42 @@ +{ + "timestamp": "10/30/2023 12:37:37", + "title": "Pre-registration: Weighing costs and benefits for researchers", + "link_to_resource": "https://doi.org/10.1016/j.obhdp.2021.05.006", + "creators": [ + "Jennifer M. Logg", + "Charles A. Dorison" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In the past decade, the social and behavioral sciences underwent a methodological revolution, offering practical prescriptions for improving the replicability and reproducibility of research results. One key to reforming science is a simple and scalable practice: pre-registration. Pre-registration constitutes pre-specifying an analysis plan prior to data collection. A growing chorus of articles discusses the prescriptive, field-wide benefits of pre-registration. To increase adoption, however, scientists need to know who currently pre-registers and understand perceived barriers to doing so. Thus, we weigh costs and benefits of pre-registration. Our survey of researchers reveals generational differences in who pre-registers and uncertainty regarding how pre-registration benefits individual researchers. We leverage these data to directly address researchers\u2019 uncertainty by clarifying why pre-registration improves the research process itself. Finally, we discuss how to pre-register and compare available resources. The present work examines the who, why, and how of pre-registration in order to weigh the costs and benefits of pre-registration to researchers and motivate continued adoption.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1016/j.obhdp.2021.05.006", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pre-registration-why-and-how.md b/content/curated_resources/pre-registration-why-and-how.md new file mode 100644 index 00000000000..63cbb3f6384 --- /dev/null +++ b/content/curated_resources/pre-registration-why-and-how.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/30/2023 12:36:13", + "title": "Pre-registration: Why and How", + "link_to_resource": "https://doi.org/10.1002/jcpy.1208", + "creators": [ + "Joseph P. Simmons", + "Leif D. Nelson", + "Uri Simonsohn" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In this article, we (1) discuss the reasons why pre-registration is a good idea, both for the field and individual researchers, (2) respond to arguments against pre-registration, (3) describe how to best write and review a pre-registration, and (4) comment on pre-registration\u2019s rapidly accelerating popularity. Along the way, we describe the (big) problem that pre-registration can solve (i.e., false positives caused by p-hacking), while also offering viable solutions to the problems that pre-registration cannot solve (e.g., hidden confounds or fraud). Pre-registration does not guarantee that every published finding will be true, but without it you can safely bet that many more will be false. It is time for our field to embrace pre-registration, while taking steps to ensure that it is done right.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Consumer Psychology", + "Advertising" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Understanding the types of preregistration and writing one.", + "doi": "10.1002/jcpy.1208", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pre-results-review-in-economics-lessons.md b/content/curated_resources/pre-results-review-in-economics-lessons.md new file mode 100644 index 00000000000..7b467df3b35 --- /dev/null +++ b/content/curated_resources/pre-results-review-in-economics-lessons.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "Pre-results Review in Economics: Lessons Learned from Setting up Registered Reports", + "link_to_resource": "https://www.youtube.com/watch?v=MoMgCcTdikg", + "creators": [ + "Aleksandar Bogdanoski", + "Andrew Foster", + "Irenaeus Wolff" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Hear from Andrew Foster, editor at the Journal of Development Economics, and Irenaeus Wolff, a guest editor for Experimental Economics, as they discuss their experiences with implementing the Registered Reports format, how it was received by authors, and the trends they noticed after adoption. Aleksandar Bogdanoski of BITSS also joins us to explore pre-results review, how to facilitate the process at journals, and best practices for supporting authors and reviewers.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Academic Publishing", + "Center for Open Science", + "Data", + "Publishing Formats", + "Registered Reports", + "Research", + "Research Methods", + "Research Transparency" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pre-self-what-fraction-of-a-journal-s-pa.md b/content/curated_resources/pre-self-what-fraction-of-a-journal-s-pa.md new file mode 100644 index 00000000000..7cb5f8cb528 --- /dev/null +++ b/content/curated_resources/pre-self-what-fraction-of-a-journal-s-pa.md @@ -0,0 +1,43 @@ +{ + "timestamp": "1/9/2025 9:43:03", + "title": "Pre Self: what fraction of a journal\u2019s papers are preprinted?", + "link_to_resource": "https://quantixed.org/2024/03/09/pre-self-what-fraction-of-a-journals-papers-are-preprinted/", + "creators": [ + "Stephen Royle" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Answering the question of what fraction of a journal\u2019s papers were previously available as a preprint is quite difficult to do. The tricky part is matching preprints (from a number of different servers) with the published output from a journal. The easy matches are those that are directly linked together, the remainder though can be hard to identify since the manuscript may change (authors, title, abstract) between the preprint and the published version.\n\nA strategy by Crossref called Marple, that aims match preprints to published outputs seems like the best effort so far. Their code and data up to Aug 2023 is available. Let\u2019s use this to answer the question!", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Preregistration", + "Academic Life and Culture" + ], + "tags": [ + "Computing", + "Publishing", + "Science" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, Academic Structures and Institutions", + "forrt_sub_clusters": "Computational reproducibility, Research assessment, proposals, and reforms", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/prediction-interval-what-to-expect-when.md b/content/curated_resources/prediction-interval-what-to-expect-when.md new file mode 100644 index 00000000000..e82dbdf0135 --- /dev/null +++ b/content/curated_resources/prediction-interval-what-to-expect-when.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-07T19:01:57.951Z", + "title": "Prediction Interval: What to Expect When You\u2019re Expecting \u2026 A Replication", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0162874", + "creators": [ + "Jeffrey R.Spence and David J. Stanley" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A challenge when interpreting replications is determining whether the results of a replication \u201csuccessfully\u201d replicate the original study. Looking for consistency between two studies is challenging because individual studies are susceptible to many sources of error that can cause study results to deviate from each other and the population effect in unpredictable directions and magnitudes. In the current paper, we derive methods to compute a prediction interval, a range of results that can be expected in a replication due to chance (i.e., sampling error), for means and commonly used indexes of effect size: correlations and d-values. The prediction interval is calculable based on objective study characteristics (i.e., effect size of the original study and sample sizes of the original study and planned replication) even when sample sizes across studies are unequal. The prediction interval provides an a priori method for assessing if the difference between an original and replication result is consistent with what can be expected due to sample error alone. We provide open-source software tools that allow researchers, reviewers, replicators, and editors to easily calculate prediction intervals.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1371/journal.pone.0162874", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preliminary-analysis-of-covid-19-academi.md b/content/curated_resources/preliminary-analysis-of-covid-19-academi.md new file mode 100644 index 00000000000..6755d674244 --- /dev/null +++ b/content/curated_resources/preliminary-analysis-of-covid-19-academi.md @@ -0,0 +1,50 @@ +{ + "timestamp": "10/2/2023 17:36:32", + "title": "Preliminary analysis of COVID-19 academic information patterns: a call for open science in the times of closed borders", + "link_to_resource": "https://doi.org/10.1007/s11192-020-03587-2", + "creators": [ + "J. Homolak", + "I. Kodvanj & D. Virag" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The Pandemic of COVID-19, an infectious disease caused by SARS-CoV-2 motivated the scientific community to work together in order to gather, organize, process and distribute data on the novel biomedical hazard. Here, we analyzed how the scientific community responded to this challenge by quantifying distribution and availability patterns of the academic information related to COVID-19. The aim of this study was to assess the quality of the information flow and scientific collaboration, two factors we believe to be critical for finding new solutions for the ongoing pandemic. The RISmed R package, and a custom Python script were used to fetch metadata on articles indexed in PubMed and published on Rxiv preprint server. Scopus was manually searched and the metadata was exported in BibTex file. Publication rate and publication status, affiliation and author count per article, and submission-to-publication time were analysed in R. Biblioshiny application was used to create a world collaboration map. Preliminary data suggest that COVID-19 pandemic resulted in generation of a large amount of scientific data, and demonstrates potential problems regarding the information velocity, availability, and scientific collaboration in the early stages of the pandemic. More specifically, the results indicate precarious overload of the standard publication systems, significant problems with data availability and apparent deficient collaboration. In conclusion, we believe the scientific community could have used the data more efficiently in order to create proper foundations for finding new solutions for the COVID-19 pandemic. Moreover, we believe we can learn from this on the go and adopt open science principles and a more mindful approach to COVID-19-related data to accelerate the discovery of more efficient solutions. We take this opportunity to invite our colleagues to contribute to this global scientific collaboration by publishing their findings with maximal transparency.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "COVID-19", + "Open Science", + "Data", + "Bibliometric", + "Pandemic" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "10.1007/s11192-020-03587-2", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/premiering-pre-registration-at-plos-biol.md b/content/curated_resources/premiering-pre-registration-at-plos-biol.md new file mode 100644 index 00000000000..b1a6546bcbd --- /dev/null +++ b/content/curated_resources/premiering-pre-registration-at-plos-biol.md @@ -0,0 +1,48 @@ +{ + "timestamp": "10/27/2023 14:26:47", + "title": "Premiering pre-registration at PLOS Biology", + "link_to_resource": "https://doi.org/10.1371/journal.pbio.3001611", + "creators": [ + "Nonia Pariente" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Pre-registration promises to address some of the problems with traditional peer-review. As we publish our first Registered Report, we take stock of two years of submissions and the future possibilities of this approach.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Peer Review", + "Research Grants", + "Neuroscience", + "Research Assessment", + "Medical Facies", + "Pandemics", + "Publication Ethics", + "Research Design" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "10.1371/journal.pbio.3001611", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preparing-code-and-data-for-computationa.md b/content/curated_resources/preparing-code-and-data-for-computationa.md new file mode 100644 index 00000000000..5ff29b64597 --- /dev/null +++ b/content/curated_resources/preparing-code-and-data-for-computationa.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "Preparing code and data for computationally reproducible collaboration and publication: a hands-on workshop", + "link_to_resource": "https://zenodo.org/record/3633159", + "creators": [ + "April Clyburne-Sherin" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Computational analyses are playing an increasingly central role in research. Journals, funders, and researchers are calling for published research to include associated data and code. However, many involved in research have not received training in best practices and tools for sharing code and data. This course aims to address this gap in training while also providing those who support researchers with curated best practices guidance and tools.This course is unique compared to other reproducibility courses due to its practical, step-by-step design. It is comprised of hands-on exercises to prepare research code and data for computationally reproducible publication. Although the course starts with some brief introductory information about computational reproducibility, the bulk of the course is guided work with data and code. Participants move through preparing research for reuse, organization, documentation, automation, and submitting their code and data to share. Tools that support reproducibility will be introduced (Code Ocean), but all lessons will be platform agnostic.Level: IntermediateIntended audience: The course is targeted at researchers and research support staff who are involved in the preparation and publication of research materials. Anyone with an interest in reproducible publication is welcome. The course is especially useful for those looking to learn practical steps for improving the computational reproducibility of their own research.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Librarians", + "Materials", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Computational reproducibility, Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregister-your-ethical-redlines-vulner.md b/content/curated_resources/preregister-your-ethical-redlines-vulner.md new file mode 100644 index 00000000000..9130e2e22fe --- /dev/null +++ b/content/curated_resources/preregister-your-ethical-redlines-vulner.md @@ -0,0 +1,45 @@ +{ + "timestamp": "12/18/2024 8:31:34", + "title": "Preregister Your Ethical Redlines: Vulnerable Populations, Policy Engagement, and the Perils of E-Hacking", + "link_to_resource": "http://dx.doi.org/10.2139/ssrn.4066842", + "creators": [ + "Jason Lyall" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This essay makes a modest proposal: scholars who conduct fieldwork among vulnerable populations in fragile settings and who seek to influence policy should preregister their ethical redlines. Public preregistration can help avoid shifting ethical standards (``e-hacking'') during fieldwork while improving our baseline risk and harm assessments among participants and their communities. The essay identifies the causes and varieties of ``e-hacking'' before providing a conceptual framework that helps researchers locate their ethical redlines at five different levels of analysis. Eight concrete suggestions are then provided for turning ethics into action to improve our efforts at both ethical fieldwork and policy engagement.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Ethical Redlines", + "Fieldwork", + "Vulnerable Populations", + "Responsible Engagement", + "Risk Assessment" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.2139/ssrn.4066842", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistering-qualitative-research-a-de.md b/content/curated_resources/preregistering-qualitative-research-a-de.md new file mode 100644 index 00000000000..b6d3cbaf210 --- /dev/null +++ b/content/curated_resources/preregistering-qualitative-research-a-de.md @@ -0,0 +1,59 @@ +{ + "timestamp": "10/30/2023 13:35:43", + "title": "Preregistering Qualitative Research: A Delphi Study", + "link_to_resource": "https://doi.org/10.1177/1609406920976417", + "creators": [ + "Tamarinde L. Haven", + "Timothy M. Errington", + "Kristian Skrede Gleditsch", + "Leonie van Grootel", + "Alan M. Jacobs", + "Florian G. Kern", + "Rafael Pi\u00f1eiro", + "Fernando Rosenblatt", + "Lidwine B. Mokkink" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Preregistrations\u2014records made a priori about study designs and analysis plans and placed in open repositories\u2014are thought to strengthen the credibility and transparency of research. Different authors have put forth arguments in favor of introducing this practice in qualitative research and made suggestions for what to include in a qualitative preregistration form. The goal of this study was to gauge and understand what parts of preregistration templates qualitative researchers would find helpful and informative. We used an online Delphi study design consisting of two rounds with feedback reports in between. In total, 48 researchers participated (response rate: 16%). In round 1, panelists considered 14 proposed items relevant to include in the preregistration form, but two items had relevance scores just below our predefined criterion (68%) with mixed argument and were put forth again. We combined items where possible, leading to 11 revised items. In round 2, panelists agreed on including the two remaining items. Panelists also converged on suggested terminology and elaborations, except for two terms for which they provided clear arguments. The result is an agreement-based form for the preregistration of qualitative studies that consists of 13 items. The form will be made available as a registration option on Open Science Framework (osf.io). We believe it is important to assure that the strength of qualitative research, which is its flexibility to adapt, adjust and respond, is not lost in preregistration. The preregistration should provide a systematic starting point.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Qualitative Research" + ], + "forrt_clusters_new": "Qualitative Research, Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Preregistration and Registered reports", + "doi": "10.1177/1609406920976417", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistering-qualitative-research.md b/content/curated_resources/preregistering-qualitative-research.md new file mode 100644 index 00000000000..304e4ce61b2 --- /dev/null +++ b/content/curated_resources/preregistering-qualitative-research.md @@ -0,0 +1,52 @@ +{ + "timestamp": "10/30/2023 13:39:02", + "title": "Preregistering qualitative research", + "link_to_resource": "https://doi.org/10.1080/08989621.2019.1580147", + "creators": [ + "Tamarinde L. Haven", + "Leonie Van Grootel" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The threat to reproducibility and awareness of current rates of research misbehavior sparked initiatives to better academic science. One initiative is preregistration of quantitative research. We investigate whether the preregistration format could also be used to boost the credibility of qualitative research. A crucial distinction underlying preregistration is that between prediction and postdiction. In qualitative research, data are used to decide which way interpretation should move forward, using data to generate hypotheses and new research questions. Qualitative research is thus a real-life example of postdiction research. Some may object to the idea of preregistering qualitative studies because qualitative research generally does not test hypotheses, and because qualitative research design is typically flexible and subjective. We rebut these objections, arguing that making hypotheses explicit is just one feature of preregistration, that flexibility can be tracked using preregistration, and that preregistration would provide a check on subjectivity. We then contextualize preregistrations alongside another initiative to enhance credibility in qualitative research: the confirmability audit. Besides, preregistering qualitative studies is practically useful to combating dissemination bias and could incentivize qualitative researchers to report constantly on their study's development. We conclude with suggested modifications to the Open Science Framework preregistration form to tailor it for qualitative studies.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Qualitative Research" + ], + "forrt_clusters_new": "Qualitative Research, Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Preregistration and Registered reports", + "doi": "10.1080/08989621.2019.1580147", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistering-transparency-and-large-sa.md b/content/curated_resources/preregistering-transparency-and-large-sa.md new file mode 100644 index 00000000000..707d430d1ba --- /dev/null +++ b/content/curated_resources/preregistering-transparency-and-large-sa.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/27/2025 3:33:59", + "title": "Preregistering, transparency, and large samples boost psychology studies\u2019 replication rate to nearly 90%", + "link_to_resource": "https://doi.org/10.1126/science.adm8658", + "creators": [ + "Cathleen O'Grady" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "So-called \u201crigor-enhancing practices\u201d suggest behavioral science can be reliable\u2014but not everyone is convinced. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Preregistration", + "Replication Research" + ], + "tags": [ + "Preregistering", + "Transparency", + "Replication", + "Rigor-Enhancing Practices" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1126/science.adm8658", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-and-incentives.md b/content/curated_resources/preregistration-and-incentives.md new file mode 100644 index 00000000000..25b4ddda526 --- /dev/null +++ b/content/curated_resources/preregistration-and-incentives.md @@ -0,0 +1,54 @@ +{ + "timestamp": "10/30/2023 13:59:21", + "title": "Preregistration and Incentives", + "link_to_resource": "https://dx.doi.org/10.2139/ssrn.3796813", + "creators": [ + "Cole Williams" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Preregistering study designs is broadly supported as improving scientific credibility but criticized for limiting the scope of what can be learned. The paper investigates this tradeoff in a model where a researcher conducts a study and aims to convince an evaluator that the results are worth publishing. When both begin equally informed, the aim to publish is closely aligned with producing informative research, leaving preregistration redundant. When better informed, the researcher can credibly signal confidence by committing to a hypothesis. Thus, whether preregistration should be the norm in a field depends on how critically private information plays in designing studies.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Information Acquisition", + "Verifiable Disclosure" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.2139/ssrn.3796813", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-and-registered-reports-i.md b/content/curated_resources/preregistration-and-registered-reports-i.md new file mode 100644 index 00000000000..c1319f5e3f9 --- /dev/null +++ b/content/curated_resources/preregistration-and-registered-reports-i.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/30/2023 12:31:32", + "title": "Preregistration and Registered Reports in Sociology: Strengths, Weaknesses, and Other Considerations", + "link_to_resource": "https://doi.org/10.1007/s12108-023-09563-6", + "creators": [ + "Bianca Manago" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Both within and outside of sociology, there are conversations about methods to reduce error and improve research quality\u2014one such method is preregistration and its counterpart, registered reports. Preregistration is the process of detailing research questions, variables, analysis plans, etc. before conducting research. Registered reports take this one step further, with a paper being reviewed on the merit of these plans, not its findings. In this manuscript, I detail preregistration\u2019s and registered reports\u2019 strengths and weaknesses for improving the quality of sociological research. I conclude by considering the implications of a structural-level adoption of preregistration and registered reports. Importantly, I do not recommend that all sociologists use preregistration and registered reports for all studies. Rather, I discuss the potential benefits and genuine limitations of preregistration and registered reports for the individual sociologist and the discipline.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Open Science", + "Registered Reports", + "Reproducibility", + "Transparency" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Registered reports", + "doi": "10.1007/s12108-023-09563-6", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-and-reproducibility.md b/content/curated_resources/preregistration-and-reproducibility.md new file mode 100644 index 00000000000..3e6e2d78b31 --- /dev/null +++ b/content/curated_resources/preregistration-and-reproducibility.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/30/2023 12:44:12", + "title": "Preregistration and reproducibility", + "link_to_resource": "https://doi.org/10.1016/j.joep.2019.01.006", + "creators": [ + "Eirik Str\u00f8mland" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Many view preregistration as a promising way to improve research credibility. However, scholars have argued that using pre-analysis plans in Experimental Economics has limited benefits. This paper argues that preregistration of studies is likely to improve research credibility. I show that in a setting with selective reporting and low statistical power, effect sizes are highly inflated, and this translates into low reproducibility. Preregistering the original studies could avoid such inflation of effect sizes\u2014through increasing the share of \u201cfrequentist\u201d researchers\u2014and would lead to more credible power analyses for replication studies. Numerical applications of the model indicate that the inflation bias could be very large in practice, and available empirical evidence is in line with the central assumptions of the model.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Experimental Economics", + "Preregistration", + "Estimation", + "Reproducibility" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1016/j.joep.2019.01.006", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-as-a-way-to-limit-questi.md b/content/curated_resources/preregistration-as-a-way-to-limit-questi.md new file mode 100644 index 00000000000..8ef559d1991 --- /dev/null +++ b/content/curated_resources/preregistration-as-a-way-to-limit-questi.md @@ -0,0 +1,43 @@ +{ + "timestamp": "10/30/2023 12:35:07", + "title": "Preregistration as a way to limit questionable research practice in advertising research", + "link_to_resource": "https://doi.org/10.1080/02650487.2020.1753441", + "creators": [ + "Lars Bergkvist" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This paper discusses two phenomena that threaten the credibility of scientific research and suggests an approach to limiting the extent of their use in advertising research. HARKing (hypothesizing after the results are known) refers to when hypotheses are formulated or modified after the results of a study are known. P-hacking refers to various practices (e.g., adding respondents, introducing control variables) that increase the likelihood of obtaining statistically significant results from a study. Both of these practices increase the risk of false positives (Type I errors) in research results and it is in the interest of the advertising research field that they are limited. Voluntary preregistration, where researchers commit to and register their research design and analytical approach before conducting the study, is put forward as a means to limiting both HARKing and p-hacking.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Advertising", + "Questionable Research Practices" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1080/02650487.2020.1753441", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-becoming-the-norm-in-psy.md b/content/curated_resources/preregistration-becoming-the-norm-in-psy.md new file mode 100644 index 00000000000..df58a0a0048 --- /dev/null +++ b/content/curated_resources/preregistration-becoming-the-norm-in-psy.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-08T18:16:12.222Z", + "title": "Preregistration Becoming the Norm in Psychological Science", + "link_to_resource": "https://www.psychologicalscience.org/observer/preregistration-becoming-the-norm-in-psychological-science/comment-page-1", + "creators": [ + "Brian Nosek and Stephen Lindsay" + ], + "material_type": [ + "Reading", + "blog" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A blog about Preregistration Becoming the Norm in Psychological Science", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Preregistration" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-definition-advantages-di.md b/content/curated_resources/preregistration-definition-advantages-di.md new file mode 100644 index 00000000000..ddd06bc2a24 --- /dev/null +++ b/content/curated_resources/preregistration-definition-advantages-di.md @@ -0,0 +1,57 @@ +{ + "timestamp": "12/18/2023 17:00:52", + "title": "Preregistration: Definition, Advantages, Disadvantages, and How It Can Help Against Questionable Research Practices", + "link_to_resource": "https://doi.org/10.1007/978-3-031-04968-2_15", + "creators": [ + "Angelos-Miltiadis Krypotos", + "Gaetan Mertens", + "Irene Klugkist", + "Iris M. Engelhard" + ], + "material_type": [ + "Reading", + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Questionable research practices (QRPs), such as p-hacking (i.e., the inappropriate manipulation of data analysis to find statistical significance) and post hoc hypothesizing, are threats to the replicability of research findings. One key solution to the problem of QRPs is preregistration. This refers to time-stamped documentation that describes the methodology and statistical analyses of a study before the data are collected or inspected. As such, readers of the study\u2019s report can evaluate whether the described research is in line with the planned methods and analyses or whether there are deviations from these (e.g., analyses performed so that the research hypotheses is confirmed). Here, we aim to describe what preregistration entails and why it is useful for psychology research. In this vein, we present the key elements of a sufficient preregistration file, its advantages as well as its disadvantages, and why preregistration is a key, yet partially insufficient, solution against QRPs. By the end of this chapter, we hope that readers are convinced that there is little reason not to preregister their research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Questionable Research Practices", + "Preregistration", + "Psychological Science", + "Clinical Science" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Understanding the types of preregistration and writing one.", + "doi": "10.1007/978-3-031-04968-2_15", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-does-not-improve-the-tra.md b/content/curated_resources/preregistration-does-not-improve-the-tra.md new file mode 100644 index 00000000000..08a679a6764 --- /dev/null +++ b/content/curated_resources/preregistration-does-not-improve-the-tra.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/6/2025 10:16:34", + "title": "Preregistration Does Not Improve the Transparent\nEvaluation of Severity in Popper\u2019s Philosophy of\nScience or When Deviations are Allowed", + "link_to_resource": "https://doi.org/10.48550/arXiv.2408.12347", + "creators": [ + "Mark Rubin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "One justification for preregistering research hypotheses, methods, and analyses is that it\nimproves the transparent evaluation of the severity of hypothesis tests. In this article, I\nconsider two cases in which preregistration does not improve this evaluation. First, I argue\nthat, although preregistration can facilitate the transparent evaluation of severity in Mayo\u2019s\nerror statistical philosophy of science, it does not facilitate this evaluation in Popper\u2019s theorycentric approach. To illustrate, I show that associated concerns about Type I error rate\ninflation are only relevant in the error statistical approach and not in a theory-centric\napproach. Second, I argue that a preregistered test procedure that allows deviations in its\nimplementation does not provide a more transparent evaluation of Mayoian severity than a\nnon-preregistered procedure. In particular, I argue that sample-based validity-enhancing\ndeviations cause an unknown inflation of the test procedure\u2019s Type I error rate and,\nconsequently, an unknown reduction in its capability to license inferences severely. I\nconclude that preregistration does not improve the transparent evaluation of severity in\nPopper\u2019s philosophy of science or when deviations are allowed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Critical Rationalism", + "Error Statistics", + "P-Hacking", + "preregistration", + "Popper", + "severity" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Purpose of pre-analysis planning", + "doi": "10.48550/arXiv.2408.12347", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-for-quantitative-researc.md b/content/curated_resources/preregistration-for-quantitative-researc.md new file mode 100644 index 00000000000..d7a5d10390d --- /dev/null +++ b/content/curated_resources/preregistration-for-quantitative-researc.md @@ -0,0 +1,39 @@ +{ + "timestamp": "10/28/2020 8:00:56", + "title": "Preregistration for Quantitative Research in Psychology Template", + "link_to_resource": "https://docs.google.com/spreadsheets/d/1vlp5GN-HXrtrjCdjE28f_3tT6RiwhQO2vVeOZGOaFsQ/edit#gid=0", + "creators": [ + "Pre-registration standards for psychology" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A template to use for pre-registration", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Transparency" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-improve-research-rigor-r.md b/content/curated_resources/preregistration-improve-research-rigor-r.md new file mode 100644 index 00000000000..60b8dfc928b --- /dev/null +++ b/content/curated_resources/preregistration-improve-research-rigor-r.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "Preregistration: Improve Research Rigor, Reduce Bias", + "link_to_resource": "https://www.youtube.com/watch?v=PboPpcg6ik4", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "In this webinar Professor Brian Nosek, Executive Director of the Center for Open Science (https://cos.io), outlines the practice of Preregistration and how it can aid in increasing the rigor and reproducibility of research. The webinar is co-hosted by the Health Research Alliance, a collaborative member organization of nonprofit research funders. Slides available at: https://osf.io/9m6tx/", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Preregistation", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-in-complex-contexts-a-pr.md b/content/curated_resources/preregistration-in-complex-contexts-a-pr.md new file mode 100644 index 00000000000..038f5e72356 --- /dev/null +++ b/content/curated_resources/preregistration-in-complex-contexts-a-pr.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "Preregistration in Complex Contexts: A Preregistration Template for the Application of Cognitive Models", + "link_to_resource": "https://psyarxiv.com/2hykx/", + "creators": [ + "Nathan Evans", + "Sophia Cr\u00fcwell" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "In recent years, open science practices have become increasingly popular in psychology and related sciences. These practices aim to increase rigour and transparency in science as a potential response to the challenges posed by the replication crisis. Many of these reforms -- including the highly influential preregistration -- have been designed for experimental work that tests simple hypotheses with standard statistical analyses, such as assessing whether an experimental manipulation has an effect on a variable of interest. However, psychology is a diverse field of research, and the somewhat narrow focus of the prevalent discussions surrounding and templates for preregistration has led to debates on how appropriate these reforms are for areas of research with more diverse hypotheses and more complex methods of analysis, such as cognitive modelling research within mathematical psychology. Our article attempts to bridge the gap between open science and mathematical psychology, focusing on the type of cognitive modelling that Cr\u00fcwell, Stefan, & Evans (2019) labelled model application, where researchers apply a cognitive model as a measurement tool to test hypotheses about parameters of the cognitive model. Specifically, we (1) discuss several potential researcher degrees of freedom within model application, (2) provide the first preregistration template for model application, and (3) provide an example of a preregistered model application using our preregistration template. More broadly, we hope that our discussions and proposals constructively advance the debate surrounding preregistration in cognitive modelling, and provide a guide for how preregistration templates may be developed in other diverse or complex research contexts.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Preregistration", + "Publishing", + "Reproducibility", + "Researchers" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-in-diverse-contexts-a-pr.md b/content/curated_resources/preregistration-in-diverse-contexts-a-pr.md new file mode 100644 index 00000000000..d6319c17074 --- /dev/null +++ b/content/curated_resources/preregistration-in-diverse-contexts-a-pr.md @@ -0,0 +1,47 @@ +{ + "timestamp": "10/27/2023 10:30:18", + "title": "Preregistration in diverse contexts: A preregistration template for the application of cognitive models", + "link_to_resource": "https://doi.org/10.1098/rsos.210155", + "creators": [ + "Sophia Cr\u00fcwel", + "Nathan J. Evans" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In recent years, open science practices have become increasingly popular in psychology and related sciences. These practices aim to increase rigour and transparency in science as a potential response to the challenges posed by the replication crisis. Many of these reforms\u2014including the increasingly used preregistration\u2014have been designed for purely experimental work that tests straightforward hypotheses with standard inferential statistical analyses, such as assessing whether an experimental manipulation has an effect on a variable of interest. But psychology is a diverse field of research. The somewhat narrow focus of the prevalent discussions surrounding and templates for preregistration has led to debates on how appropriate these reforms are for areas of research with more diverse hypotheses and more intricate methods of analysis, such as cognitive modelling research within mathematical psychology. Our article attempts to bridge the gap between open science and mathematical psychology, focusing on the type of cognitive modelling that Cr\u00fcwell et al. (Cr\u00fcwell S, Stefan AM, Evans NJ. 2019 Robust standards in cognitive science. Comput. Brain Behav. 2, 255\u2013265) labelled model application, where researchers apply a cognitive model as a measurement tool to test hypotheses about parameters of the cognitive model. Specifically, we (i) discuss several potential researcher degrees of freedom within model application, (ii) provide the first preregistration template for model application and (iii) provide an example of a preregistered model application using our preregistration template. More broadly, we hope that our discussions and concrete proposals constructively advance the mostly abstract current debate surrounding preregistration in cognitive modelling, and provide a guide for how preregistration templates may be developed in other diverse or intricate research contexts.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Reproducibility", + "Transparency", + "Open Science", + "Cognitive Modelling", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.1098/rsos.210155", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-in-experimental-linguist.md b/content/curated_resources/preregistration-in-experimental-linguist.md new file mode 100644 index 00000000000..9320a0b5201 --- /dev/null +++ b/content/curated_resources/preregistration-in-experimental-linguist.md @@ -0,0 +1,46 @@ +{ + "timestamp": "10/27/2023 14:18:39", + "title": "Preregistration in experimental linguistics: Applications, challenges, and limitations", + "link_to_resource": "https://doi.org/10.1515/ling-2019-0048", + "creators": [ + "Timo B. Roettger" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The current publication system neither incentivizes publishing null results nor direct replication attempts, which biases the scientific record toward novel findings that appear to support presented hypotheses (referred to as \u201cpublication bias\u201d). Moreover, flexibility in data collection, measurement, and analysis (referred to as \u201cresearcher degrees of freedom\u201d) can lead to overconfident beliefs in the robustness of a statistical relationship. One way to systematically decrease publication bias and researcher degrees of freedom is preregistration. A preregistration is a time-stamped document that specifies how data is to be collected, measured, and analyzed prior to data collection. While preregistration is a powerful tool to reduce bias, it comes with certain challenges and limitations which have to be evaluated for each scientific discipline individually. This paper discusses the application, challenges and limitations of preregistration for experimental linguistic research.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Confirmatory", + "Exploratory", + "Preregistration", + "Publication Bias", + "Registered Report", + "Researcher Degrees of Freedom" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Registered reports", + "doi": "10.1515/ling-2019-0048", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-in-infant-research-a-pri.md b/content/curated_resources/preregistration-in-infant-research-a-pri.md new file mode 100644 index 00000000000..b924903d293 --- /dev/null +++ b/content/curated_resources/preregistration-in-infant-research-a-pri.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/27/2023 15:11:13", + "title": "Preregistration in infant research\u2014A primer", + "link_to_resource": "https://doi.org/10.1111/infa.12353", + "creators": [ + "Naomi Havron", + "Christina Bergmann", + "Sho Tsuji" + ], + "material_type": [ + "Reading", + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Preregistration, the act of specifying a research plan in advance, is becoming more common in scientific research. Infant researchers contend with unique problems that might make preregistration particularly challenging. Infants are a hard-to-reach population, usually yielding small sample sizes, they can only complete a limited number of trials, and they can be excluded based on hard-to-predict complications (e.g., parental interference, fussiness). In addition, as effects themselves potentially change with age and population, it is hard to calculate an a priori effect size. At the same time, these very factors make preregistration in infant studies a valuable tool. A priori examination of the planned study, including the hypotheses, sample size, and resulting statistical power, increases the credibility of single studies and adds value to the field. Preregistration might also improve explicit decision making to create better studies. We present an in-depth discussion of the issues uniquely relevant to infant researchers, and ways to contend with them in preregistration and study planning. We provide recommendations to researchers interested in following current best practices.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Infant Research", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.1111/infa.12353", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-in-single-case-design-re.md b/content/curated_resources/preregistration-in-single-case-design-re.md new file mode 100644 index 00000000000..5ec2ed71960 --- /dev/null +++ b/content/curated_resources/preregistration-in-single-case-design-re.md @@ -0,0 +1,54 @@ +{ + "timestamp": "10/27/2023 10:34:35", + "title": "Preregistration in Single-Case Design Research", + "link_to_resource": "https://doi.org/10.1177/0014402919868529", + "creators": [ + "Austin H. Johnson", + "Bryan G. Cook" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "To draw informed conclusions from research studies, research consumers need full and accurate descriptions of study methods and procedures. Preregistration has been proposed as a means to clarify reporting of research methods and procedures, with the goal of reducing bias in research. However, preregistration has been applied primarily to research studies utilizing group designs. In this article, we discuss general issues in preregistration and consider the use of preregistration in single-case design research, particularly as it relates to differing applications of this methodology. We then provide a rationale and make specific recommendations for preregistering single-case design research, including guidelines for preregistering basic descriptive information, research questions, participant characteristics, baseline conditions, independent and dependent variables, hypotheses, and phase-change decisions.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Single Case Design" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.1177/0014402919868529", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-is-hard-and-worthwhile.md b/content/curated_resources/preregistration-is-hard-and-worthwhile.md new file mode 100644 index 00000000000..a02e0f75c61 --- /dev/null +++ b/content/curated_resources/preregistration-is-hard-and-worthwhile.md @@ -0,0 +1,61 @@ +{ + "timestamp": "10/6/2023 12:47:55", + "title": "Preregistration Is Hard, And Worthwhile", + "link_to_resource": "https://doi.org/10.1016/j.tics.2019.07.009", + "creators": [ + "Brian A. Nosek", + "Emorie D. Beck", + "Lorne Campbell", + "Jessica K. Flake", + "Tom E. Hardwicke", + "David T. Mellor", + "Anna E. van \u2019t Veer", + "Simine Vazire" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Preregistration clarifies the distinction between planned and unplanned research by reducing unnoticed flexibility. This improves credibility of findings and calibration of uncertainty. However, making decisions before conducting analyses requires practice. During report writing, respecting both what was planned and what actually happened requires good judgment and humility in making claims.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration" + ], + "tags": [ + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Understanding the types of preregistration and writing one.", + "doi": "10.1016/j.tics.2019.07.009", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-is-neither-sufficient-no.md b/content/curated_resources/preregistration-is-neither-sufficient-no.md new file mode 100644 index 00000000000..86a12e7426d --- /dev/null +++ b/content/curated_resources/preregistration-is-neither-sufficient-no.md @@ -0,0 +1,59 @@ +{ + "timestamp": "10/6/2023 12:56:37", + "title": "Preregistration Is Neither Sufficient nor Necessary for Good Science", + "link_to_resource": "https://doi.org/10.1002/jcpy.1209", + "creators": [ + "Michel Tuan Pham", + "Travis Tae Oh" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "To address widespread perceptions of a reproducibility crisis in the social sciences, a growing number of scholars recommend the systematic preregistration of empirical studies. The purpose of this article is to contribute to an epistemological dialogue on the value of preregistration in consumer research by identifying the limitations, drawbacks, and potential adverse effects of a preregistration system. After a brief review of some of the implementation challenges that commonly arise with preregistration, we raise three levels of issues with a system of preregistration. First, we identify its limitations as a means of advancing consumer knowledge, thus questioning the sufficiency of preregistration in promoting good consumer science. Second, we elaborate on why consumer science can progress even in the absence of preregistration, thereby also questioning the necessity of preregistration in promoting good consumer science. Third, we discuss serious potential adverse effects of preregistration, both at the individual researcher level and at the level of the field as a whole. We conclude by offering a broader perspective on the narrower role that preregistration can play within the general pursuit of building robust and useful knowledge about consumers.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration" + ], + "tags": [ + "Preregistration", + "Open Science", + "Reproducibility Crisis", + "Consumer Research", + "Critiques" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1002/jcpy.1209", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-is-not-a-panacea-but-why.md b/content/curated_resources/preregistration-is-not-a-panacea-but-why.md new file mode 100644 index 00000000000..2b78810fef1 --- /dev/null +++ b/content/curated_resources/preregistration-is-not-a-panacea-but-why.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2/27/2025 4:58:14", + "title": "Preregistration is not a panacea, but why? A rejoinder to Chen & Li's (2024) \u201cinfusing preregistration into tourism research\u201d", + "link_to_resource": "https://doi.org/10.1017/can.2024.44", + "creators": [ + "Val\u00e9rio Souza-Neto", + "Brent Moyle" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A viewpoint published in Tourism Management articulates the potential benefits of preregistration and \u2018debunking myths' surrounding this controversial open-science practice (Chen and Li, 2024). This rejoinder critically examines six key arguments presented by Chen and Li (2024) on the benefits of preregistration in tourism research. While acknowledging the potential for enhancing transparency and reducing questionable research practices, we contend that the practical implementation of preregistration presents significant challenges. By exploring both the conceptual ideals and the practical realities, this rejoinder responds to the key arguments for preregistration presented by Chen and Li (2024) and is designed to stimulate further constructive discourse on preregistration in the tourism field.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Preregistration" + ], + "tags": [ + "Preregistration", + "Pre-planning", + "Open Sciences", + "P-hacking", + "HARKing", + "Transparency" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "10.1017/can.2024.44", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-analyses-of-preexisti.md b/content/curated_resources/preregistration-of-analyses-of-preexisti.md new file mode 100644 index 00000000000..db71a316104 --- /dev/null +++ b/content/curated_resources/preregistration-of-analyses-of-preexisti.md @@ -0,0 +1,57 @@ +{ + "timestamp": "10/27/2023 10:15:35", + "title": "Preregistration of Analyses of Preexisting Data", + "link_to_resource": "https://psychologicabelgica.com/articles/10.5334/pb.493", + "creators": [ + "Ga\u00ebtan Mertens", + "Angelos-Miltiadis Krypotos" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The preregistration of a study\u2019s hypotheses, methods, and data-analyses steps is becoming a popular psychological research practice. To date, most of the discussion on study preregistration has focused on the preregistration of studies that include the collection of original data. However, much of the research in psychology relies on the (re-)analysis of preexisting data. Importantly, this type of studies is different from original studies as researchers cannot change major aspects of the study (e.g., experimental manipulations, sample size). Here, we provide arguments as to why it is useful to preregister analyses of preexisting data, discuss practical considerations, consider potential concerns, and introduce a preregistration template tailored for studies focused on the analyses of preexisting data. We argue that the preregistration of hypotheses and data-analyses for analyses of preexisting data is an important step towards more transparent psychological research.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Replicability", + "Transparency", + "Open Science", + "Archival Data", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one., Preregistration", + "doi": "10.5334/pb.493", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-animal-research-proto.md b/content/curated_resources/preregistration-of-animal-research-proto.md new file mode 100644 index 00000000000..2a2e93fd498 --- /dev/null +++ b/content/curated_resources/preregistration-of-animal-research-proto.md @@ -0,0 +1,48 @@ +{ + "timestamp": "10/27/2023 15:04:14", + "title": "Preregistration of animal research protocols: development and 3-year overview of preclinicaltrials.eu", + "link_to_resource": "https://doi.org/10.1136%2Fbmjos-2021-100259", + "creators": [ + "Mira van der Naald", + "Steven A J Chamuleau", + "Julia M L Menon", + "Wim de Leeuw", + "Judith de Haan", + "Dirk J Duncker", + "Kimberley Elaine Wever" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Open, prospective registration of a study protocol can improve research rigour in a number of ways. Through preregistration, key features of the study\u2019s methodology are recorded and maintained as a permanent record, enabling comparison of the completed study with what was planned. By recording the study hypothesis and planned outcomes a priori, preregistration creates transparency and can reduce the risk of several common biases, such as hypothesising after results are known and outcome switching or selective outcome reporting. Second, preregistration raises awareness of measures to reduce bias, such as randomisation and blinding. Third, preregistration provides a comprehensive listing of planned studies, which can prevent unnecessary duplication and reduce publication bias. Although commonly acknowledged and applied in clinical research since 2000, preregistration of animal studies is not yet the norm. In 2018 we launched the first dedicated, open, online register for animal study protocols: www.preclinicaltrials.eu. Here, we provide insight in the development of preclinicaltrials.eu (PCT) and evaluate its use during the first 3 years after its launch. Furthermore, we elaborate on ongoing developments such as the rise of comparable registries, increasing support for preregistration in the Netherlands\u2014which led to the funding of PCT by the Dutch government\u2014and pilots of mandatory preregistration by several funding bodies. We show the international coverage of currently registered protocols but with the overall low number of (pre)registered protocols.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Biomedical Research", + "Research Design" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1136%2Fbmjos-2021-100259", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-epidemiologic-studies.md b/content/curated_resources/preregistration-of-epidemiologic-studies.md new file mode 100644 index 00000000000..69f2d649038 --- /dev/null +++ b/content/curated_resources/preregistration-of-epidemiologic-studies.md @@ -0,0 +1,43 @@ +{ + "timestamp": "10/23/2023 12:07:05", + "title": "Preregistration of Epidemiologic Studies: An Ill-founded Mix of Ideas", + "link_to_resource": "https://doi.org/10.1097/EDE.0b013e3181e942b8", + "creators": [ + "Jan P. Vandenbroucke" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The idea for the registration of observational epidemiologic studies (with their protocols, hypotheses, and analysis plans) is modeled on the registration of randomized clinical trials (RCTs). The movement that led to the registration of RCTs was fed by distrust that important findings would be withheld\u2014against the best interests of future patients. Randomized controlled trials test the end-product of a scientific process: whether a therapy should be applied to patients. Indeed, the application of a new therapy to hundreds of thousands of future patients should not depend on the whim of whomever decides what to publish and not to publish.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Epidemiology" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1097/EDE.0b013e3181e942b8", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-epidemiology-protocol.md b/content/curated_resources/preregistration-of-epidemiology-protocol.md new file mode 100644 index 00000000000..72d88ce966a --- /dev/null +++ b/content/curated_resources/preregistration-of-epidemiology-protocol.md @@ -0,0 +1,42 @@ +{ + "timestamp": "10/27/2023 13:59:34", + "title": "Preregistration of Epidemiology Protocols: A Commentary in Support", + "link_to_resource": "https://doi.org/10.1097/EDE.0b013e318207fc7c", + "creators": [ + "Michael B. Bracken" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "It has been proposed that observational epidemiology protocols, just like those for randomized controlled trials (RCTs), should be preregistered. Unlike the editors of the Lancet and BMJ who have endorsed the proposal, the Epidemiology editors and 5 commentators all resisted. One does not have to agree with all the details of the workshop document to believe that protocol registration has substantial advantages in epidemiologic research. Some of them are reported in this article.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Epidemiology" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1097/EDE.0b013e318207fc7c", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-epidemiology-protocol_2.md b/content/curated_resources/preregistration-of-epidemiology-protocol_2.md new file mode 100644 index 00000000000..7351dfb1281 --- /dev/null +++ b/content/curated_resources/preregistration-of-epidemiology-protocol_2.md @@ -0,0 +1,43 @@ +{ + "timestamp": "10/27/2023 14:01:14", + "title": "Preregistration of Epidemiology Protocols (Response)", + "link_to_resource": "https://doi.org/10.1097/EDE.0b013e31821c08d9", + "creators": [ + "Manolis Kogevinas", + "Leslie Stayner" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "There must be something wrong when a professor of epidemiology includes the following statement in the concluding remarks of a commentary he has written: \u201cWhether observational epidemiology has, on balance, contributed more to the good of public health than not is an open question.\u201d1 This is a false statement and actually dangerous for public health. There is no question that the health of the population in this world is far better because of observational epidemiology and the resulting public health action. The public health impact is clearly huge if one considers just a few of the risk factors that have been identified by epidemiologic studies, such as the hazards associated with exposure to mainstream and second-hand smoke, air pollution, viral infections (HIV, HPV, and other), asbestos, ionizing radiation, alcohol and substance abuse, as well as the benefits associated with physical exercise and reduced cholesterol and the influence of obesity and socioeconomic factors. We really do not believe it is necessary to even defend this position. Bracken should have supported his statement by something better than a news article2 that is a standard for superficial and biased criticisms toward epidemiology. Epidemiologists who believe our work has not given much to society are unlikely to provide us with a good diagnosis of the problems, or a prescription for how epidemiologic research should be improved.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Epidemiology" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1097/EDE.0b013e31821c08d9", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-epidemiology-protocol_3.md b/content/curated_resources/preregistration-of-epidemiology-protocol_3.md new file mode 100644 index 00000000000..e41f3d356d1 --- /dev/null +++ b/content/curated_resources/preregistration-of-epidemiology-protocol_3.md @@ -0,0 +1,42 @@ +{ + "timestamp": "10/27/2023 14:08:11", + "title": "Preregistration of Epidemiology Protocols (Author Response)", + "link_to_resource": "https://doi.org/10.1097/EDE.0b013e31821c06c5", + "creators": [ + "Michael B. Bracken" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Professors Kogevinas and Stayner do not address the central point of my commentary but they do pursue an issue on which I welcome the opportunity to elucidate. As a student of epidemiology myself, I appreciate professors who are more critical of their discipline. Self-satisfaction and complacency cannot fuel the necessary innovation and evolution needed for the new challenges in the field of epidemiology. By all means, celebrate success but do learn from the mistakes. If the professoriate does not raise questions, then others, including thoughtful science writers, will do it for them. Fortunately, awareness of the many problems facing observational epidemiology is increasing.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Epidemiology" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1097/EDE.0b013e31821c06c5", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-exploratory-research.md b/content/curated_resources/preregistration-of-exploratory-research.md new file mode 100644 index 00000000000..6dbd5516828 --- /dev/null +++ b/content/curated_resources/preregistration-of-exploratory-research.md @@ -0,0 +1,55 @@ +{ + "timestamp": "10/27/2023 10:13:42", + "title": "Preregistration of exploratory research: Learning from the golden age of discovery", + "link_to_resource": "https://doi.org/10.1371/journal.pbio.3000690", + "creators": [ + "Ulrich Dirnagl" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Preregistration of study protocols and, in particular, Registered Reports are novel publishing formats that are currently gaining substantial traction. Besides rating the research question and soundness of methodology over outstanding significance of the results, they can help with antagonizing inadequate statistical power, selective reporting of results, undisclosed analytic flexibility, as well as publication bias. Preregistration works well when a clear hypothesis, primary outcome, and mode of analysis can be formulated. But is it also applicable and useful in discovery research, which develops theories and hypotheses, measurement techniques, and generates evidence that justifies further research? I will argue that only slight modifications are needed to harness the potential of preregistration and make exploratory research more trustworthy and useful.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Study Protocols", + "Registered Reports", + "Exploratory Research", + "Confirmatory Research" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports, Preregistration, Purpose of pre-analysis planning", + "doi": "10.1371/journal.pbio.3000690", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-information-systems-r.md b/content/curated_resources/preregistration-of-information-systems-r.md new file mode 100644 index 00000000000..8295129c626 --- /dev/null +++ b/content/curated_resources/preregistration-of-information-systems-r.md @@ -0,0 +1,47 @@ +{ + "timestamp": "10/27/2023 14:15:56", + "title": "Preregistration of Information Systems Research", + "link_to_resource": "https://doi.org/10.17705/1CAIS.04905", + "creators": [ + "Eric Bogert", + "Aaron Schecter", + "Richard T. Watson" + ], + "material_type": [ + "Reading", + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In this paper, we introduce the preregistration concept for experiments in the information systems (IS) discipline. Preregistration constitutes a way to commit to analytic steps before collecting or observing data and, thus, mitigate any biases authors may have (consciously or not) towards reporting significant findings. We explain why preregistration matters, how to preregister a study, the benefits of preregistration, and common arguments against preregistration. We also offer a call to action for authors to conduct more preregistered work in IS.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Information Systems" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.17705/1CAIS.04905", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-machine-learning-rese.md b/content/curated_resources/preregistration-of-machine-learning-rese.md new file mode 100644 index 00000000000..1f0152f01ea --- /dev/null +++ b/content/curated_resources/preregistration-of-machine-learning-rese.md @@ -0,0 +1,54 @@ +{ + "timestamp": "10/27/2023 13:50:07", + "title": "Preregistration of Machine Learning Research ", + "link_to_resource": "https://doi.org/10.2307/j.ctvhrd092.21", + "creators": [ + "Mireille Hildebrandt" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "It is interesting to note that human intelligence thrives on what Peirce called abductive inferences (Peirce and Turrisi 1997, 241-56), which are neither inductive nor deductive. Abductive inferencing basically entails an informed guess as to the explanation of a set of observations. Building on Peirce, scientific research can be framed as starting with an abduction based on observation, generating an explanation (theory) from which a hypothesis (prediction) is deduced about subsequent observations, after which the prediction can be inductively tested against new observations. Building on Popper\u2019s theory of falsification,1 hypotheses should be developed in a way that enables the rejection of the explanation \u2013 not merely its verification. A theory that explains why all swans are white should not just be verified by detecting ever more white swans, but tested against its potential falsification by searching for black swans.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Machine Learning", + "P-Hacking" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.2307/j.ctvhrd092.21", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-modeling-exercises-ma.md b/content/curated_resources/preregistration-of-modeling-exercises-ma.md new file mode 100644 index 00000000000..7eca88499e0 --- /dev/null +++ b/content/curated_resources/preregistration-of-modeling-exercises-ma.md @@ -0,0 +1,59 @@ +{ + "timestamp": "10/23/2023 12:25:18", + "title": "Preregistration of Modeling Exercises May Not Be Useful", + "link_to_resource": "https://doi.org/10.1007/s42113-019-00038-x", + "creators": [ + "Steven N. MacEachern", + "Trisha Van Zandt" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This is a commentary on Lee et al.\u2019s (2019) article encouraging preregistration of model development, fitting, and evaluation. While we are in general agreement with Lee et al.\u2019s characterization of the modeling process, we disagree on whether preregistration of this process will move the scientific enterprise forward. We emphasize the subjective and exploratory nature of model development, and point out that \u201cunder-modeling\u201d of data (relying on black-box approaches applied to data without data exploration) is as big a problem as \u201cover-modeling\u201d (fitting noise, resulting in models that generalize poorly). We also note the potential long-run negative impact of preregistration on future generations of cognitive scientists. It is our opinion that preregistration of model development will lead to less, and to less creative, exploratory analysis (i.e., to more under-modeling), and that Lee at al.\u2019s primary goals can be achieved by requiring publication of raw data and code. We conclude our commentary with suggestions on how to move forward.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Modeling", + "Replication Crisis", + "Open Science", + "Exploratory", + "Robust Practices" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning, Understanding the types of preregistration and writing one.", + "doi": "10.1007/s42113-019-00038-x", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-qualitative-research.md b/content/curated_resources/preregistration-of-qualitative-research.md new file mode 100644 index 00000000000..6b423f0d366 --- /dev/null +++ b/content/curated_resources/preregistration-of-qualitative-research.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "Preregistration of Qualitative Research", + "link_to_resource": "https://www.youtube.com/watch?v=iEA7OAJuv-4", + "creators": [ + "Tamarinde Haven" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "In this webinar, Tamarinde Haven provides an overview of the process of preregistration in qualitative research. We review the process of preregistration, how we partnered with a community of qualitative researchers to develop a template for qualitative research through a Delphi study, and a guide to the fields that were included in the final form.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Open Science", + "OSF", + "Preregistration", + "Qualitative Methods", + "Qualitative Research", + "Research", + "Research Best Practices" + ], + "forrt_clusters_new": "Qualitative Research", + "forrt_sub_clusters": "Preregistration and Registered reports", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-randomized-controlled.md b/content/curated_resources/preregistration-of-randomized-controlled.md new file mode 100644 index 00000000000..6bc7c9fd40f --- /dev/null +++ b/content/curated_resources/preregistration-of-randomized-controlled.md @@ -0,0 +1,57 @@ +{ + "timestamp": "10/27/2023 10:25:52", + "title": "Preregistration of Randomized Controlled Trials", + "link_to_resource": "https://doi.org/10.1177/10497315221121117", + "creators": [ + "Bryan G. Cook", + "Vivian C. Wong", + "Jesse I. Fleming", + "Emily J. Solari" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Randomized controlled trials (RCTs) are designed to answer causal questions with internal validity. However, threats to internal validity exist for even well-designed RCTs. In this article, we focus on how preregistration can help address some specific threats to internal validity related to the reporting of results. Preregistration involves researchers publicly posting critical decision points in a study prior to conducting it for the purpose of making researcher plans transparent, making deviations from those plans discoverable, and improving the validity of tests of significance. We provide a brief overview of null-hypothesis significance testing; consider how questionable research practices (e.g., p-hacking) and conducting data-dependent analysis threaten the validity of significance tests; discuss how preregistration can help address these threats and how preregistration works for RCTs; note limitations and challenges to preregistration; and provide recommendations for increasing the use of preregistration by researchers conducting RCTs in social work, education, and related fields.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Randomized Experiment", + "Outcome Study" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1177/10497315221121117", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-secondary-data-analys.md b/content/curated_resources/preregistration-of-secondary-data-analys.md new file mode 100644 index 00000000000..971c74f9ea9 --- /dev/null +++ b/content/curated_resources/preregistration-of-secondary-data-analys.md @@ -0,0 +1,66 @@ +{ + "timestamp": "10/27/2023 10:17:54", + "title": "Preregistration of secondary data analysis: A template and tutorial", + "link_to_resource": "https://doi.org/10.15626/MP.2020.2625", + "creators": [ + "Olmo van den Akker", + "Sara Weston", + "Lorne Campbell", + "Bill Chopik", + "Rodica Damian", + "Pamela Davis-Kean", + "Andrew Hall", + "Jessica Kosie", + "Elliott Kruse", + "Jerome Olsen", + "Stuart Ritchie", + "KD Valentine", + "Anna van 't Veer", + "Marjan Bakker" + ], + "material_type": [ + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Preregistration has been lauded as one of the solutions to the so-called \u2018crisis of confidence\u2019 in the social sciences and has therefore gained popularity in recent years. However, the current guidelines for preregistration have been developed primarily for studies where new data will be collected. Yet, preregistering secondary data analyses--- where new analyses are proposed for existing data---is just as important, given that researchers\u2019 hypotheses and analyses may be biased by their prior knowledge of the data. The need for proper guidance in this area is especially desirable now that data is increasingly shared publicly. In this tutorial, we present a template specifically designed for the preregistration of secondary data analyses and provide comments and a worked example that may help with using the template effectively. Through this illustration, we show that completing such a template is feasible, helps limit researcher degrees of freedom, and may make researchers more deliberate in their data selection and analysis efforts.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Secondary Data Analysis" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.15626/MP.2020.2625", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-studies-with-existing.md b/content/curated_resources/preregistration-of-studies-with-existing.md new file mode 100644 index 00000000000..3d5d7ff2d48 --- /dev/null +++ b/content/curated_resources/preregistration-of-studies-with-existing.md @@ -0,0 +1,59 @@ +{ + "timestamp": "10/27/2023 10:22:21", + "title": "Preregistration of Studies with Existing Data", + "link_to_resource": "https://doi.org/10.1007/978-3-030-99680-2_36", + "creators": [ + "Ga\u00ebtan Mertens", + "Angelos-Miltiadis Krypotos" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Preregistration of research plans is becoming an increasingly popular and common tool to enhance the transparency of a study\u2019s methodology. In a preregistration, researchers document their research plans and register them to a public repository prior to conducting their research. In this chapter, we provide arguments for why preregistration can protect scientific findings against questionable research practices (QRPs), such as outcome swapping, selective reporting of conditions, unwarranted data exclusions, and post hoc changing of hypotheses. Furthermore, we place particular emphasis on preregistering research plans when using existing data, and we give an overview of preregistration templates and public repositories for different types of research designs. We conclude this chapter with highlighting some of the common criticisms of preregistration and our counter-arguments and provide future reflections.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Replicability", + "Transparency", + "Questionable Research Practices", + "Open Science", + "Existing Data", + "Secondary Data Analysis", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1007/978-3-030-99680-2_36", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-of-study-protocols-is-un.md b/content/curated_resources/preregistration-of-study-protocols-is-un.md new file mode 100644 index 00000000000..fcbdd6db4bf --- /dev/null +++ b/content/curated_resources/preregistration-of-study-protocols-is-un.md @@ -0,0 +1,54 @@ +{ + "timestamp": "10/23/2023 12:05:22", + "title": "Preregistration of Study Protocols Is Unlikely to Improve the Yield From Our Science, But Other Strategies Might", + "link_to_resource": "https://doi.org/10.1097/EDE.0b013e3181e9bba6", + "creators": [ + "Timothy Lash" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "A recent workshop focused on the idea that protocols for nonrandomized studies should be registered in advance of their conduct. In reviewing the workshop report and publications citing it, I note a number of unfounded assumptions and little attention to competing alternatives.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Epidemiology", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1097/EDE.0b013e3181e9bba6", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-overview-page.md b/content/curated_resources/preregistration-overview-page.md new file mode 100644 index 00000000000..5fc89865a61 --- /dev/null +++ b/content/curated_resources/preregistration-overview-page.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Preregistration Overview page", + "link_to_resource": "https://www.cos.io/initiatives/prereg", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "What is Preregistration? When you preregister your research, you're simply specifying your research plan in advance of your study and submitting it to a registry. Preregistration separates hypothesis-generating (exploratory) from hypothesis-testing (confirmatory) research. Both are important. But the same data cannot be used to generate and test a hypothesis, which can happen unintentionally and reduce the credibility of your results. Addressing this problem through planning improves the quality and transparency of your research. This helps you clearly report your study and helps others who may wish to build on it.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Funders", + "Preregistration", + "Publishers", + "Reproducibility", + "Researchers" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-practical-considerations.md b/content/curated_resources/preregistration-practical-considerations.md new file mode 100644 index 00000000000..ddde63485bc --- /dev/null +++ b/content/curated_resources/preregistration-practical-considerations.md @@ -0,0 +1,46 @@ +{ + "timestamp": "10/27/2023 14:24:49", + "title": "Preregistration: Practical Considerations for Speech, Language, and Hearing Research", + "link_to_resource": "https://doi.org/10.1044/2022_JSLHR-22-00317", + "creators": [ + "Violet A. Brown", + "Julia F. Strand" + ], + "material_type": [ + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Purpose: In the last decade, psychology and other sciences have implemented numerous reforms to improve the robustness of our research, many of which are based on increasing transparency throughout the research process. Among these reforms is the practice of preregistration, in which researchers create a time-stamped and uneditable document before data collection that describes the methods of the study, how the data will be analyzed, the sample size, and many other decisions. The current article highlights the benefits of preregistration with a focus on the specific issues that speech, language, and hearing researchers are likely to encounter, and additionally provides a tutorial for writing preregistrations.\n\nConclusions: Although rates of preregistration have increased dramatically in recent years, the practice is still relatively uncommon in research on speech, language, and hearing. Low rates of adoption may be driven by a lack of understanding of the benefits of preregistration (either generally or for our discipline in particular) or uncertainty about how to proceed if it becomes necessary to deviate from the preregistered plan. Alternatively, researchers may see the benefits of preregistration but not know where to start, and gathering this information from a wide variety of sources is arduous and time consuming. This tutorial addresses each of these potential roadblocks to preregistration and equips readers with tools to facilitate writing preregistrations for research on speech, language, and hearing.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Speech", + "Language", + "Hearing", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one., Study Design", + "doi": "10.1044/2022_JSLHR-22-00317", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-replication-and-nonexper.md b/content/curated_resources/preregistration-replication-and-nonexper.md new file mode 100644 index 00000000000..eb0a205836b --- /dev/null +++ b/content/curated_resources/preregistration-replication-and-nonexper.md @@ -0,0 +1,54 @@ +{ + "timestamp": "10/10/2023 13:47:49", + "title": "Preregistration, Replication, and Nonexperimental Studies", + "link_to_resource": "https://www.psychologicalscience.org/observer/preregistration-replication-and-nonexperimental-studies", + "creators": [ + "Susan Goldin-Meadow" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In last month\u2019s column, I worried about whether encouraging us to preregister our hypotheses and analysis plan before running studies would stifle discovery. I came to the conclusion that it needn\u2019t \u2014 but that we need to guard against letting the practice run away with itself. In this column, I take up a second concern about preregistration: That it seems to apply only to certain types of studies, and thus runs the risk of marginalizing studies for which preregistration is less fitting.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Longitudinal Research" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-specificity-adherence-a.md b/content/curated_resources/preregistration-specificity-adherence-a.md new file mode 100644 index 00000000000..f096eca8d5c --- /dev/null +++ b/content/curated_resources/preregistration-specificity-adherence-a.md @@ -0,0 +1,47 @@ +{ + "timestamp": "12/14/2023 13:30:49", + "title": "Preregistration specificity & adherence: A review of preregistered gambling studies & cross-disciplinary comparison", + "link_to_resource": "https://doi.org/10.31234/osf.io/nj4es", + "creators": [ + "Robert Heirene", + "Debi LaPlante", + "Eric R. Louderback", + "Brittany Keen", + "Marjan Bakker", + "Anastasia Serafimovska", + "Sally Melissa Gainsbury" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Study preregistration is one of several \u201copen science\u201d practices (e.g., open data, preprints) that researchers use to improve the transparency and rigour of their research. As more researchers adopt preregistration as a regular research practice, examining the nature and content of preregistrations can help identify strengths and weaknesses of current practices. The value of preregistration, in part, relates to the specificity of the study plan and the extent to which investigators adhere to this plan. We identified 53 preregistrations from the gambling studies field meeting our predefined eligibility criteria and scored their level of specificity using a 23-item protocol developed to measure the extent to which a clear and exhaustive preregistration plan restricts various researcher degrees of freedom(RDoF; i.e., the many methodological choices available to researchers when collecting and analysing data, and when reporting their findings). We also scored studies on a 32-item protocol that measured adherence to the preregistered plan in the study manuscript. We found that gambling preregistrations had low specificity levels on most RDoF. However, a comparison with a sample of cross-disciplinary preregistrations (N = 52; Bakker et al., 2020) indicated that gambling preregistrations scored higher on 12 (of 29) items. Thirteen (65%)of the 20 associated published articles or preprints deviated from the protocol without declaring as much (the mean number of undeclared deviations per article was 2.25,SD= 2.34). Overall, while we found improvements in specificity and adherence over time (2017-2020), our findings suggest the purported benefits of preregistration\u2014including increasing transparency and reducing RDoF\u2014are not fully achieved by current practices. Using our findings, we provide 10 practical recommendations that can be used to support and refine preregistration practices.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Gambling Studies" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.31234/osf.io/nj4es", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-templates-as-a-new-addit.md b/content/curated_resources/preregistration-templates-as-a-new-addit.md new file mode 100644 index 00000000000..9a772c99e54 --- /dev/null +++ b/content/curated_resources/preregistration-templates-as-a-new-addit.md @@ -0,0 +1,44 @@ +{ + "timestamp": "1/9/2025 9:07:22", + "title": "Preregistration templates as a new addition to the evidence-based toxicology toolbox", + "link_to_resource": "https://doi.org/10.1080/2833373X.2024.2314303", + "creators": [ + "David Mellor", + "Katherine S Corker", + "Paul Whaley" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In this editorial, we define the practice of \u201cpreregistration\u201d of research and describe its motivations, explain why we believe preregistration templates should make preregistration more effective as an intervention for improving the quality of scientific research, and introduce Evidence-Based Toxicology\u2019s Preregistration Templates Special Issue.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Preregistration Templates", + "Toxicology" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one., Preregistration", + "doi": "10.1080/2833373X.2024.2314303", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preregistration-the-good-the-bad-and-the.md b/content/curated_resources/preregistration-the-good-the-bad-and-the.md new file mode 100644 index 00000000000..7c38f85fa9b --- /dev/null +++ b/content/curated_resources/preregistration-the-good-the-bad-and-the.md @@ -0,0 +1,56 @@ +{ + "timestamp": "10/10/2023 13:54:20", + "title": "Preregistration: the good, the bad, and the confusing", + "link_to_resource": "https://doi.org/10.31234/osf.io/bcd9t", + "creators": [ + "Alain de Cheveign\u00e9" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Preregistration is a tool to enhance the reliability of science that has been promoted as a normative requirement for the award of grants or the acceptance of publications. I argue that: (a) preregistration addresses an important need, (b) it offers considerable benefits, (c) those benefits partially cover the need, (d) they are accompanied by costs and side effects. The decision to make preregistration a normative requirement should be carefully assessed for its potential side-effects, and alternative models and norms should be considered. I discuss factors that affect the reliability of science and how preregistration can influence them, and I make a few suggestions to enhance its efficacy while limiting its risks.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Meta-science", + "Neuroscience", + "Social and Behavioral Sciences", + "Life Sciences" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.31234/osf.io/bcd9t", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/presentations-given-by-center-for-open-s.md b/content/curated_resources/presentations-given-by-center-for-open-s.md new file mode 100644 index 00000000000..24f6dd08f13 --- /dev/null +++ b/content/curated_resources/presentations-given-by-center-for-open-s.md @@ -0,0 +1,53 @@ +{ + "timestamp": "01/01/2020", + "title": "Presentations Given by Center for Open Science", + "link_to_resource": "https://osf.io/zvp8k/files/", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "A collection of slides for virtually all presentations given by Center for Open Science staff since its founding in 2013.", + "language": [ + "English" + ], + "conditions_of_use": "", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Funders", + "Librarians", + "Materials", + "Open Science Policy", + "Policy", + "Policy Makers", + "Publishers", + "Publishing", + "Reproducibility", + "Research Administration", + "Researchers", + "Workflow Tools" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/preserving-privacy-in-the-era-of-opennes.md b/content/curated_resources/preserving-privacy-in-the-era-of-opennes.md new file mode 100644 index 00000000000..6f12c5ae39a --- /dev/null +++ b/content/curated_resources/preserving-privacy-in-the-era-of-opennes.md @@ -0,0 +1,48 @@ +{ + "timestamp": "12/13/2023 14:24:47", + "title": "Preserving privacy in the era of openness: Commentary on open science requirements for identifiable data in psychological science journals", + "link_to_resource": "https://doi.org/10.1037/amp0001282", + "creators": [ + "Mollie Ruben", + "Morgan Stosic" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Psychological science journals are increasingly adopting open science (OS) policies (e.g., Transparency and Openness Promotion) requiring researchers to make all data and materials publicly available in an effort to drive research toward greater transparency and accessibility. These policies certainly have many benefits to the scientific community and public in helping ensure the quality of published research. However, the Center for Open Science has not offered any explicit guidelines regarding when exceptions to OS policies should be made, with only vague guidelines offered such as \u201cwhen ethical or legal constraints prevent it.\u201d We argue that these ambiguous policies may create bias in decisions made by journal editors as to whom and what type of research is granted exceptions. When journals are too rigid in their exception policies, this may unintentionally contradict OS\u2019s goals to create a more valid and ethical science. We argue that journals should never mandate identifiable data to be posted publicly as a publication prerequisite. Maintaining participant anonymity should always come before OS policies to (a) align with psychologists\u2019 primary obligation of maintaining participant confidentiality, (b) encourage participation from the broader population and more specifically from marginalized communities, and (c) maintain unbiased, representative, and valid data. From empirical and ethical insights, we offer several solutions to ease the tensions between OS and participant privacy during the data collection and publication process.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "open data", + "transparency and openness promotion", + "TOP factor", + "privacy" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons not to share: Privacy and security considerations", + "doi": "10.1037/amp0001282", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/primer-on-reproducible-research-in-r-enh.md b/content/curated_resources/primer-on-reproducible-research-in-r-enh.md new file mode 100644 index 00000000000..ee4bee9246f --- /dev/null +++ b/content/curated_resources/primer-on-reproducible-research-in-r-enh.md @@ -0,0 +1,47 @@ +{ + "timestamp": "1/12/2025 10:10:38", + "title": "Primer on Reproducible Research in R: Enhancing Transparency and Scientific Rigor", + "link_to_resource": "https://doi.org/10.3390/clockssleep6010001", + "creators": [ + "Mushfiqul Anwar Siraji", + "Munia Rahman" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Achieving research reproducibility is a precarious aspect of scientific practice. However, many studies across disciplines fail to be fully reproduced due to inadequate dissemination methods. Traditional publication practices often fail to provide a comprehensive description of the research context and procedures, hindering reproducibility. To address these challenges, this article presents a tutorial on reproducible research using the R programming language. The tutorial aims to equip researchers, including those with limited coding knowledge, with the necessary skills to enhance reproducibility in their work. It covers three essential components: version control using Git, dynamic document creation using rmarkdown, and managing R package dependencies with renv. The tutorial also provides insights into sharing reproducible research and offers specific considerations for the field of sleep and chronobiology research. By following the tutorial, researchers can adopt practices that enhance the transparency, rigor, and replicability of their work, contributing to a culture of reproducible research and advancing scientific knowledge.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Reproducible Research", + "R", + "Version Control", + "Git", + "GitHub", + "Renv" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "10.3390/clockssleep6010001", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/priming-replication-and-the-hardest-scie.md b/content/curated_resources/priming-replication-and-the-hardest-scie.md new file mode 100644 index 00000000000..f351905d580 --- /dev/null +++ b/content/curated_resources/priming-replication-and-the-hardest-scie.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-09T16:56:53.673Z", + "title": "Priming, Replication, and the Hardest Science", + "link_to_resource": "https://doi.org/10.1177/1745691613513470", + "creators": [ + "Joseph Cesairo" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Concerns have been raised recently about the replicability of behavioral priming effects, and calls have been issued to identify priming methodologies with effects that can be obtained in any context and with any population. I argue that such expectations are misguided and inconsistent with evolutionary understandings of the brain as a computational organ. Rather, we should expect priming effects to be highly sensitive to variations in experimental features and subject populations. Such variation does not make priming effects frivolous or capricious but instead can be predicted a priori. However, absent theories specifying the precise contingencies that lead to such variation, failures to replicate another researcher\u2019s findings will necessarily be ambiguous with respect to the inferences that can be made. Priming research is not yet at the stage where such theories exist, and therefore failures are uninformative at the current time. Ultimately, priming researchers themselves must provide direct replications of their own effects; researchers have been deficient in meeting this responsibility and have contributed to the current state of confusion. The recommendations issued in this article reflect concerns both with the practice of priming researchers and with the inappropriate expectations of researchers who have failed to replicate others\u2019 priming effects.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study, Purposes of replication attempts - what is a \u2018failed\u2019 replication?", + "doi": "10.1177/1745691613513470", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/principles-of-instruction-research-based.md b/content/curated_resources/principles-of-instruction-research-based.md new file mode 100644 index 00000000000..dc0c66cf00b --- /dev/null +++ b/content/curated_resources/principles-of-instruction-research-based.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2/27/2025 4:54:42", + "title": "Principles of Instruction: Research-Based Strategies That All Teachers Should Know ", + "link_to_resource": "https://www.aft.org/sites/default/files/Rosenshine.pdf", + "creators": [ + "Barak Rosenshine" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "This article presents 10 research-based principles of instruction, along with suggestions for classroom practice. These principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Classroom Instruction", + "Instruction Principles" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/prioritizing-open-science-in-space-medic.md b/content/curated_resources/prioritizing-open-science-in-space-medic.md new file mode 100644 index 00000000000..3d38405cde4 --- /dev/null +++ b/content/curated_resources/prioritizing-open-science-in-space-medic.md @@ -0,0 +1,45 @@ +{ + "timestamp": "12/18/2024 5:55:40", + "title": "Prioritizing open science in space medicine: perspectives following the NASA \u201cTransform to Open Science (TOPS)\u201d Curriculum", + "link_to_resource": "https://doi.org/10.1007/s11845-024-03612-w", + "creators": [ + "Ethan Waisberg", + "Joshua Ong", + "Andrew G. Lee" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The National Aeronautics and Space Administration (NASA) has recently made a long-term commitment towards fostering open science. The NASA Transform to Open Science (TOPS) initiative provides recommendations, best practices, and tools related to open science. The principles of open science include the transparent sharing of data, findings, and methods and is designed to accelerate the pace of discovery and foster collaboration. The goal of open science is to allow data, publications, software, and physical samples to be accessible to all, regardless of being a professional or an amateur. In this paper, we summarize several key points open science that were presented as part of NASA\u2019s Open Science 101 Module 1 at an in-person training event in Washington, D.C., and include how open science can be beneficial for researchers and society as a whole.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Microgravity", + "Open Science", + "Spaceflight", + "Space Medicine" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1007/s11845-024-03612-w", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/privacy-and-data-based-research.md b/content/curated_resources/privacy-and-data-based-research.md new file mode 100644 index 00000000000..915b71e701a --- /dev/null +++ b/content/curated_resources/privacy-and-data-based-research.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-07T19:08:02.926Z", + "title": "Privacy and Data-Based Research", + "link_to_resource": "https://doi.org/10.1257/jep.28.2.75", + "creators": [ + "Heffetz", + "Ori", + "and Katrina Liggett." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "What can we, as users of microdata, formally guarantee to the individuals (or firms) in our dataset, regarding their privacy? We retell a few stories, well-known in data-privacy circles, of failed anonymization attempts in publicly released datasets. We then provide a mostly informal introduction to several ideas from the literature on differential privacy, an active literature in computer science that studies formal approaches to preserving the privacy of individuals in statistical databases. We apply some of its insights to situations routinely faced by applied economists, emphasizing big-data contexts.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons not to share: Privacy and security considerations", + "doi": "10.1257/jep.28.2.75", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/probing-birth-order-effects-on-narrow-tr.md b/content/curated_resources/probing-birth-order-effects-on-narrow-tr.md new file mode 100644 index 00000000000..b75d13d2bbd --- /dev/null +++ b/content/curated_resources/probing-birth-order-effects-on-narrow-tr.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-06-10T19:19:01.811Z", + "title": "Probing Birth-Order Effects on Narrow Traits Using Specification-Curve Analysis", + "link_to_resource": "https://doi.org/10.1177/0956797617723726", + "creators": [ + "Julia M Rohrer", + "Boris Egloff", + "Stefan C Schmukle" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The idea that birth-order position has a lasting impact on personality has been discussed for the past 100 years. Recent large-scale studies have indicated that birth-order effects on the Big Five personality traits are negligible. In the current study, we examined a variety of more narrow personality traits in a large representative sample ( n = 6,500-10,500 in between-family analyses; n = 900-1,200 in within-family analyses). We used specification-curve analysis to assess evidence for birth-order effects across a range of models implementing defensible yet arbitrary analytical decisions (e.g., whether to control for age effects or to exclude participants on the basis of sibling spacing). Although specification-curve analysis clearly confirmed the previously reported birth-order effect on intellect, we found no meaningful effects on life satisfaction, locus of control, interpersonal trust, reciprocity, risk taking, patience, impulsivity, or political orientation. The lack of meaningful birth-order effects on self-reports of personality was not limited to broad traits but also held for more narrowly defined characteristics.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1177/0956797617723726", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/problems-in-using-p-curve-analysis-and-t.md b/content/curated_resources/problems-in-using-p-curve-analysis-and-t.md new file mode 100644 index 00000000000..e26b7caa8fb --- /dev/null +++ b/content/curated_resources/problems-in-using-p-curve-analysis-and-t.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-28T13:45:26.039Z", + "title": "Problems in using p-curve analysis and text-mining to detect rate of p-hacking.", + "link_to_resource": "https://doi.org/10.7287/peerj.preprints.1266v3", + "creators": [ + "Bishop", + "D. V", + "& Thompson", + "P. A." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Background. The p-curve is a plot of the distribution of p-values reported in a set of scientific studies. Comparisons between ranges of p-values have been used to evaluate fields of research in terms of the extent to which studies have genuine evidential value, and the extent to which they suffer from bias in the selection of variables and analyses for publication, p-hacking. Methods. p-hacking can take various forms. Here we used R code to simulate the use of ghost variables, where an experimenter gathers data on several dependent variables but reports only those with statistically significant effects. We also examined a text-mined dataset used by Head et al. (2015) and assessed its suitability for investigating p-hacking. Results. We show that when there is ghost p-hacking, the shape of the p-curve depends on whether dependent variables are intercorrelated. For uncorrelated variables, simulated p-hacked data do not give the \"p-hacking bump\" just below .05 that is regarded as evidence of p-hacking, though there is a negative skew when simulated variables are inter-correlated. The way p-curves vary according to features of underlying data poses problems when automated text mining is used to detect p-values in heterogeneous sets of published papers. Conclusions. The absence of a bump in the p-curve is not indicative of lack of p-hacking. Furthermore, while studies with evidential value will usually generate a right-skewed p-curve, we cannot treat a right-skewed p-curve as an indicator of the extent of evidential value, unless we have a model specific to the type of p-values entered into the analysis. We conclude that it is not feasible to use the p-curve to estimate the extent of p-hacking and evidential value unless there is considerable control over the type of data entered into the analysis. In particular, p-hacking with ghost variables is likely to be missed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Meta-research, Questionable research practices & their prevalence", + "doi": "10.7287/peerj.preprints.1266v3", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git "a/content/curated_resources/procedimentos-para-investiga\303\247\303\243o-cient\303\255fi.md" "b/content/curated_resources/procedimentos-para-investiga\303\247\303\243o-cient\303\255fi.md" new file mode 100644 index 00000000000..0508c040f75 --- /dev/null +++ "b/content/curated_resources/procedimentos-para-investiga\303\247\303\243o-cient\303\255fi.md" @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 16:06:17", + "title": "Procedimentos para investiga\u00e7\u00e3o cient\u00edfica", + "link_to_resource": "https://osf.io/4gwd2/", + "creators": [ + "Caio Maximino and L\u00facia Cavalcante" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "O profissional formado pelo Curso de Gradua\u00e7\u00e3o em Psicologia da Unifesspa caracterizar-se-\u00e1 porpossuir uma forma\u00e7\u00e3o pluralista e generalista, preparado para atua\u00e7\u00e3o multiprofissional pelaforma\u00e7\u00e3o interdisciplinar com enfoque cr\u00edtico, cient\u00edfico e reflexivo visando \u00e0 promo\u00e7\u00e3o da Sa\u00fade edo bem-estar humano, nos seus mais variados aspectos.", + "language": [ + "Portuguese" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Conceptual and statistical knowledge" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Philosophy of science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/processes-and-lessons-learned-in-establi.md b/content/curated_resources/processes-and-lessons-learned-in-establi.md new file mode 100644 index 00000000000..db5ba525803 --- /dev/null +++ b/content/curated_resources/processes-and-lessons-learned-in-establi.md @@ -0,0 +1,55 @@ +{ + "timestamp": "12/19/2024 4:09:12", + "title": "Processes and Lessons Learned in Establishing the Palliative Care Research Cooperative\u2019s Qualitative Data Repository in Serious Illness and Palliative Care", + "link_to_resource": "https://doi.org/10.31219/osf.io/z5bty", + "creators": [ + "Salimah H. Meghani", + "Kim Mooney-Doyle", + "Amber Barnato", + "Kathryn Colborn", + "Riley Gillette", + "Krista Harrison", + "Pam Hinds", + "Dessi Kirilova", + "Kathleen Knafl", + "Dena Schulman-Green", + "Kathryn Pollak", + "Christine S. Ritchie", + "Jean Kutner", + "and Sebastian Karcher" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Data sharing is increasingly an expectation in health research since implementation of the National Institutes of Health Data Management and Sharing Policy. Qualitative studies are not exempt from this data sharing requirement. Recognizing this trend, the Palliative Care Research Cooperative Group (PCRC) realized the value of creating a de-identified qualitative data repository to complement its existing de-identified quantitative data repository. The PCRC Data Informatics and Statistics Core leadership partnered with the Qualitative Data Repository (QDR) to develop guidelines for depositing and sharing qualitative data, creating the first serious illness and palliative care qualitative data repository in the U.S. We describe the processes used to develop this repository, the PCRC-QDR, and to share the data contained in the repository, as well as lessons learned. Specifically, we discuss options for data sharing, key components of relevant documentation, and the use of suitable access controls for sensitive data. This work advances the establishment of best practices in qualitative data sharing.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Data Sharing", + "Open Science", + "Palliative Care", + "Qualitative Data" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories, Research data management", + "doi": "10.31219/osf.io/z5bty", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/programming-psychological-experiments-us.md b/content/curated_resources/programming-psychological-experiments-us.md new file mode 100644 index 00000000000..3f2669217b6 --- /dev/null +++ b/content/curated_resources/programming-psychological-experiments-us.md @@ -0,0 +1,46 @@ +{ + "timestamp": "5/23/2023 9:11:15", + "title": "Programming Psychological Experiments using python and OpenSesame", + "link_to_resource": "https://jeshuat.github.io/Experimentation1/intro.html", + "creators": [ + "Jeshua Tromp", + "Henk van Steenbergen" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Using this material, you can learn how to code in python, build experiments using OpenSesame, and do basic data preprocessing in python.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "Python", + "Experiments", + "OpenSesame" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Free and open source software, Research software engineering", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/programming-with-matlab.md b/content/curated_resources/programming-with-matlab.md new file mode 100644 index 00000000000..6122794640a --- /dev/null +++ b/content/curated_resources/programming-with-matlab.md @@ -0,0 +1,47 @@ +{ + "timestamp": "01/01/2020", + "title": "Programming with MATLAB", + "link_to_resource": "http://swcarpentry.github.io/matlab-novice-inflammation/", + "creators": [ + "Gerard Capes" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The best way to learn how to program is to do something useful, so this introduction to MATLAB is built around a common scientific task: data analysis. Our real goal isn\u2019t to teach you MATLAB, but to teach you the basic concepts that all programming depends on. We use MATLAB in our lessons because: we have to use something for examples; it\u2019s well-documented; it has a large (and growing) user base among scientists in academia and industry; and it has a large library of packages available for performing diverse tasks. But the two most important things are to use whatever language your colleagues are using, so that you can share your work with them easily, and to use that language well.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "MATLAB", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/programming-with-python.md b/content/curated_resources/programming-with-python.md new file mode 100644 index 00000000000..8ee3f51e7ee --- /dev/null +++ b/content/curated_resources/programming-with-python.md @@ -0,0 +1,51 @@ +{ + "timestamp": "01/01/2020", + "title": "Programming with Python", + "link_to_resource": "https://swcarpentry.github.io/python-novice-inflammation/", + "creators": [ + "Anne Fouilloux", + "Lauren Ko", + "Maxim Belkin", + "Trevor Bekolay", + "Valentina Staneva" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The best way to learn how to program is to do something useful, so this introduction to Python is built around a common scientific task: data analysis. Arthritis Inflammation We are studying inflammation in patients who have been given a new treatment for arthritis, and need to analyze the first dozen data sets of their daily inflammation. The data sets are stored in comma-separated values (CSV) format: each row holds information for a single patient, columns represent successive days. The first three rows of our first file look like this: 0,0,1,3,1,2,4,7,8,3,3,3,10,5,7,4,7,7,12,18,6,13,11,11,7,7,4,6,8,8,4,4,5,7,3,4,2,3,0,0 0,1,2,1,2,1,3,2,2,6,10,11,5,9,4,4,7,16,8,6,18,4,12,5,12,7,11,5,11,3,3,5,4,4,5,5,1,1,0,1 0,1,1,3,3,2,6,2,5,9,5,7,4,5,4,15,5,11,9,10,19,14,12,17,7,12,11,7,4,2,10,5,4,2,2,3,2,2,1,1 Each number represents the number of inflammation bouts that a particular patient experienced on a given day. For example, value \u201c6\u201d at row 3 column 7 of the data set above means that the third patient was experiencing inflammation six times on the seventh day of the clinical study. So, we want to: Calculate the average inflammation per day across all patients. Plot the result to discuss and share with colleagues. To do all that, we\u2019ll have to learn a little bit about programming.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "Python", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/programming-with-r.md b/content/curated_resources/programming-with-r.md new file mode 100644 index 00000000000..49afa026631 --- /dev/null +++ b/content/curated_resources/programming-with-r.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "Programming with R", + "link_to_resource": "http://swcarpentry.github.io/r-novice-inflammation/", + "creators": [ + "Diya Das", + "Katrin Leinweber", + "Rohit Goswami" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The best way to learn how to program is to do something useful, so this introduction to R is built around a common scientific task: data analysis. Our real goal isn\u2019t to teach you R, but to teach you the basic concepts that all programming depends on. We use R in our lessons because: we have to use something for examples; it\u2019s free, well-documented, and runs almost everywhere; it has a large (and growing) user base among scientists; and it has a large library of external packages available for performing diverse tasks. But the two most important things are to use whatever language your colleagues are using, so you can share your work with them easily, and to use that language well. We are studying inflammation in patients who have been given a new treatment for arthritis, and need to analyze the first dozen data sets of their daily inflammation. The data sets are stored in CSV format (comma-separated values): each row holds information for a single patient, and the columns represent successive days. The first few rows of our first file look like this: 0,0,1,3,1,2,4,7,8,3,3,3,10,5,7,4,7,7,12,18,6,13,11,11,7,7,4,6,8,8,4,4,5,7,3,4,2,3,0,0 0,1,2,1,2,1,3,2,2,6,10,11,5,9,4,4,7,16,8,6,18,4,12,5,12,7,11,5,11,3,3,5,4,4,5,5,1,1,0,1 0,1,1,3,3,2,6,2,5,9,5,7,4,5,4,15,5,11,9,10,19,14,12,17,7,12,11,7,4,2,10,5,4,2,2,3,2,2,1,1 0,0,2,0,4,2,2,1,6,7,10,7,9,13,8,8,15,10,10,7,17,4,4,7,6,15,6,4,9,11,3,5,6,3,3,4,2,3,2,1 0,1,1,3,3,1,3,5,2,4,4,7,6,5,3,10,8,10,6,17,9,14,9,7,13,9,12,6,7,7,9,6,3,2,2,4,2,0,1,1 We want to: load that data into memory, calculate the average inflammation per day across all patients, and plot the result. To do all that, we\u2019ll have to learn a little bit about programming.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "R", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/project-organization-and-management-for.md b/content/curated_resources/project-organization-and-management-for.md new file mode 100644 index 00000000000..cc2baf0c065 --- /dev/null +++ b/content/curated_resources/project-organization-and-management-for.md @@ -0,0 +1,62 @@ +{ + "timestamp": "01/01/2020", + "title": "Project Organization and Management for Genomics", + "link_to_resource": "https://datacarpentry.org/organization-genomics/", + "creators": [ + "Amanda Charbonneau", + "B\u00e9r\u00e9nice Batut", + "Daniel O. S. Ouso", + "Deborah Paul", + "Erin Alison Becker", + "Fran\u00e7ois Michonneau", + "Jason Williams", + "Juan A. Ugalde", + "Kevin Weitemier", + "Laura Williams", + "Paula Andrea Martinez", + "Peter R. Hoyt", + "Rayna Michelle Harris", + "Taylor Reiter", + "Toby Hodges", + "Tracy Teal" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Data Carpentry Genomics workshop lesson to learn how to structure your metadata, organize and document your genomics data and bioinformatics workflow, and access data on the NCBI sequence read archive (SRA) database. Good data organization is the foundation of any research project. It not only sets you up well for an analysis, but it also makes it easier to come back to the project later and share with collaborators, including your most important collaborator - future you. Organizing a project that includes sequencing involves many components. There\u2019s the experimental setup and conditions metadata, measurements of experimental parameters, sequencing preparation and sample information, the sequences themselves and the files and workflow of any bioinformatics analysis. So much of the information of a sequencing project is digital, and we need to keep track of our digital records in the same way we have a lab notebook and sample freezer. In this lesson, we\u2019ll go through the project organization and documentation that will make an efficient bioinformatics workflow possible. Not only will this make you a more effective bioinformatics researcher, it also prepares your data and project for publication, as grant agencies and publishers increasingly require this information. In this lesson, we\u2019ll be using data from a study of experimental evolution using E. coli. More information about this dataset is available here. In this study there are several types of files: Spreadsheet data from the experiment that tracks the strains and their phenotype over time Spreadsheet data with information on the samples that were sequenced - the names of the samples, how they were prepared and the sequencing conditions The sequence data Throughout the analysis, we\u2019ll also generate files from the steps in the bioinformatics pipeline and documentation on the tools and parameters that we used. In this lesson you will learn: How to structure your metadata, tabular data and information about the experiment. The metadata is the information about the experiment and the samples you\u2019re sequencing. How to prepare for, understand, organize and store the sequencing data that comes back from the sequencing center How to access and download publicly available data that may need to be used in your bioinformatics analysis The concepts of organizing the files and documenting the workflow of your bioinformatics analysis", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Management", + "Genetics" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Genomics", + "Metadata", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management, Metadata standards", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/project-teaching-integrity-in-empirical.md b/content/curated_resources/project-teaching-integrity-in-empirical.md new file mode 100644 index 00000000000..43e224bfd92 --- /dev/null +++ b/content/curated_resources/project-teaching-integrity-in-empirical.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Project Teaching Integrity in Empirical Research (TIER)", + "link_to_resource": "https://www.projecttier.org/", + "creators": [ + "TIER Team" + ], + "material_type": [ + "Teaching/Learning Strategy" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The Project Teaching Integrity in Empirical Research (TIER) develops methods and tools for enhancing research transparency through teaching. These can be used by faculty who teach quantitative methods or supervise student research. TIER further provides guidance to students who want to adopt transparent and replicable research practices independently.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-nc", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Education", + "Educators", + "Open Scholarship Guidelines", + "Researchers", + "Workflow Tools" + ], + "forrt_clusters_new": "Research Integrity, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Education and Training in Research Integrity, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/promises-and-perils-of-pre-analysis-plan.md b/content/curated_resources/promises-and-perils-of-pre-analysis-plan.md new file mode 100644 index 00000000000..4360d49850e --- /dev/null +++ b/content/curated_resources/promises-and-perils-of-pre-analysis-plan.md @@ -0,0 +1,43 @@ +{ + "timestamp": "10/30/2023 12:48:02", + "title": "Promises and Perils of Pre-analysis Plans", + "link_to_resource": "https://doi.org/10.1257/jep.29.3.61", + "creators": [ + "Benjamin A. Olken" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The purpose of this paper is to help think through the advantages and costs of rigorous pre-specification of statistical analysis plans in economics. A pre-analysis plan pre-specifies in a precise way the analysis to be run before examining the data. A researcher can specify variables, data cleaning procedures, regression specifications, and so on. If the regressions are pre-specified in advance and researchers are required to report all the results they pre-specify, data-mining problems are greatly reduced. I begin by laying out the basics of what a statistical analysis plan actually contains so those researchers unfamiliar with it can better understand how it is done. In so doing, I have drawn both on standards used in clinical trials, which are clearly specified by the Food and Drug Administration, as well as my own practical experience from writing these plans in economics contexts. I then lay out some of the advantages of pre-specified analysis plans, both for the scientific community as a whole and also for the researcher. I also explore some of the limitations and costs of such plans. I then review a few pieces of evidence that suggest that, in many contexts, the benefits of using pre-specified analysis plans may not be as high as one might have expected initially. For the most part, I will focus on the relatively narrow issue of pre-analysis for randomized controlled trials.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Pre-Analysis Plans", + "Economics" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "10.1257/jep.29.3.61", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/promoting-an-open-research-culture.md b/content/curated_resources/promoting-an-open-research-culture.md new file mode 100644 index 00000000000..45c3403fefd --- /dev/null +++ b/content/curated_resources/promoting-an-open-research-culture.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-07T19:14:30.269Z", + "title": "Promoting an open research culture", + "link_to_resource": "https://doi.org/10.1126/science.aab2374", + "creators": [ + "Nosek et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Author guidelines for journals could help to promote transparency, openness, and reproducibility", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Research Integrity", + "forrt_sub_clusters": "Questionable Research Practices and Responsible Research Practices", + "doi": "10.1126/science.aab2374", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/promoting-civility-in-formal-and-informa.md b/content/curated_resources/promoting-civility-in-formal-and-informa.md new file mode 100644 index 00000000000..f89b721e5d5 --- /dev/null +++ b/content/curated_resources/promoting-civility-in-formal-and-informa.md @@ -0,0 +1,54 @@ +{ + "timestamp": "2/27/2025 6:07:29", + "title": "Promoting Civility in Formal And Informal Open Science Contexts", + "link_to_resource": "https://doi.org/10.31234/osf.io/rfkyu", + "creators": [ + "M. Darda", + "ClareConry-Murray", + "Kathlee nSchmidt", + "Mahmoud M. Elsherif", + "Matthew Peverill", + "Tomiko Yoneda", + "Katherine M. Lawson", + "Evan DiGregory", + "David Moreau", + "Gillian Shorter", + "Morton Ann Gernsbacher" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The open-science movement is driven by the desire to increase research transparency, accessibility, and equity in conducting, reporting, and sharing research. Because open science aims to enable access and inclusion, and because incivility impedes both access and inclusion, many open-science organizations endorse the need for interpersonal civility. In this article, we present empirically validated solutions for promoting interpersonal civility in both formal and informal open-science contexts. We begin by defining formal versus informal contexts, as well as illustrating the advantages of each for achieving open-science goals. We present publicly documented instances of interpersonal incivility that have occurred in both formal and informal contexts, and we conclude by presenting five scientifically supported recommendations for promoting civility in open-science formal and informal contexts.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Accessibility", + "Equity", + "Inclusion", + "Interpersonal Civility", + "Open Science", + "Research Transparency" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Big team science", + "doi": "10.31234/osf.io/rfkyu", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/promoting-transparency-in-social-science.md b/content/curated_resources/promoting-transparency-in-social-science.md new file mode 100644 index 00000000000..b14c1ab5a66 --- /dev/null +++ b/content/curated_resources/promoting-transparency-in-social-science.md @@ -0,0 +1,61 @@ +{ + "timestamp": "2020-05-29T18:15:05.773Z", + "title": "Promoting Transparency in Social Science Research", + "link_to_resource": "https://doi.org/10.1126/science.1245317", + "creators": [ + "Miguel", + "E.", + "C. Camerer", + "K. Casey", + "J. Cohen", + "K. M. Esterling", + "A. Gerber", + "R. Glennerster", + "D. P. Green", + "M. Humphreys", + "G. Imbens", + "D. Laitin", + "T. Madon", + "L. Nelson", + "B. A. Nosek", + "M. Petersen", + "R. Sedlmayr", + "J. P. Simmons", + "U. Simonsohn", + "M. Van der Laan." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Social scientists should adopt higher transparency standards to improve the quality and credibility of research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1126/science.1245317", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/promotion-tenure-aligning-incentives-wit.md b/content/curated_resources/promotion-tenure-aligning-incentives-wit.md new file mode 100644 index 00000000000..aa400aaa57a --- /dev/null +++ b/content/curated_resources/promotion-tenure-aligning-incentives-wit.md @@ -0,0 +1,57 @@ +{ + "timestamp": "4/23/2023 11:41:36", + "title": "Promotion & Tenure: Aligning incentives with institutional values and open science", + "link_to_resource": "https://osf.io/pfwtx/", + "creators": [ + "Michael Dougherty", + "Ulrich Mayr", + "Sanjay Srivastava", + "Morton Ann Gernsbacher", + "Junaid Salim Merchant", + "Megan Fitter", + "Russell Poldrack", + "Edward Bernat", + "L. Robert Slevc", + "& Conor T. McLennan" + ], + "material_type": [ + "Case Study", + "Lecture", + "Reading" + ], + "education_level": [ + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "This repository provides resources for faculty and academic units to re-imagine faculty rewards and incentives, and in particular how faculty are evaluated for promotion and tenure, with the goal of maximizing inclusivity in science by changing how we share our scholarship, data, and research material. \"Impact as Access\" is realized when scholars have access to all aspects of the research pipeline, whether that be through open sharing of research, being directly involved (access as a researcher), or access to education (open education resources). Impact as Access reduces costs by making research reusable, reproducible, and replicable. Impact as Access empowers those from traditionally underserved communities to benefit from publicly funded research. Impact as Access reduces barriers (both financial and social) to participating in advancing science and helping to solve the world's problems.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Incentives", + "Tenure", + "Institutional Values", + "Inclusion" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia, Research assessment, proposals, and reforms", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/psychological-testing-and-psychological.md b/content/curated_resources/psychological-testing-and-psychological.md new file mode 100644 index 00000000000..2ce346b7a65 --- /dev/null +++ b/content/curated_resources/psychological-testing-and-psychological.md @@ -0,0 +1,38 @@ +{ + "timestamp": "2020-05-22T19:16:27.793Z", + "title": "Psychological testing and psychological assessment: A review of evidence and issues.", + "link_to_resource": "https://doi.org/10.1037/0003-066X.56.2.128", + "creators": [ + "Meyer et al." + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This article summarizes evidence and issues associated with psychological assessment. Data from more than 125 meta-analyses on test validity and 800 samples examining multimethod assessment suggest 4 general conclusions: (a) Psychological test validity is strong and compelling, (b) psychological test validity is comparable to medical test validity, (c) distinct assessment methods provide unique sources of information, and (d) clinicians who rely exclusively on interviews are prone to incomplete understandings. Following principles for optimal nomothetic research, the authors suggest that a multimethod assessment battery provides a structured means for skilled clinicians to maximize the validity of individualized assessments. Future investigations should move beyond an examination of test scales to focus more on the role of psychologists who use tests as helpful tools to furnish patients and referral sources with professional consultatio", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Questionable measurement practices (QMPs), validity & reliability issues.", + "doi": "10.1037/0003-066X.56.2.128", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/psychologists-are-open-to-change-yet-war.md b/content/curated_resources/psychologists-are-open-to-change-yet-war.md new file mode 100644 index 00000000000..6eb97a8f464 --- /dev/null +++ b/content/curated_resources/psychologists-are-open-to-change-yet-war.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-26T14:48:00.540Z", + "title": "Psychologists Are Open to Change, yet Wary of Rules", + "link_to_resource": "https://doi.org/10.1177/1745691612459521", + "creators": [ + "Heather M. Fuchs", + "Mirjam Jenny", + "Susann Fiedler" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Psychologists must change the way they conduct and report their research\u2014this notion has been the topic of much debate in recent years. One article recently published in Psychological Science proposing six requirements for researchers concerning data collection and reporting practices as well as four guidelines for reviewers aimed at improving the publication process has recently received much attention (Simmons, Nelson, & Simonsohn, 2011). We surveyed 1,292 psychologists to address two questions: Do psychologists support these concrete changes to data collection, reporting, and publication practices, and if not, what are their reasons? Respondents also indicated the percentage of print and online journal space that should be dedicated to novel studies and direct replications as well as the percentage of published psychological research that they believed would be confirmed if direct replications were conducted. We found that psychologists are generally open to change. Five requirements for researchers and three guidelines for reviewers were supported as standards of good practice, whereas one requirement was even supported as a publication condition. Psychologists appear to be less in favor of mandatory conditions of publication than standards of good practice. We conclude that the proposal made by Simmons, Nelson & Simonsohn (2011) is a starting point for such standards.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1177/1745691612459521", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/psychology-as-a-robust-science.md b/content/curated_resources/psychology-as-a-robust-science.md new file mode 100644 index 00000000000..d0d9bbd2610 --- /dev/null +++ b/content/curated_resources/psychology-as-a-robust-science.md @@ -0,0 +1,42 @@ +{ + "timestamp": "10/14/2021 12:00:01", + "title": "Psychology as a Robust Science", + "link_to_resource": "https://osf.io/sxrkn/", + "creators": [ + "Amy Orben" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Is psychology a robust science? To answer such a question, this course will encourage you to think critically about how psychological research is conducted and how conclusions are drawn. \nTo enable you to truly understand how psychology functions as a science, however, this course will also need to discuss how psychologists are incentivised, how they publish and how their beliefs influence the inferences they make. By engaging with such issues, this course will probe and challenge the basic features and functions of our discipline. We will uncover multiple methodological, statistical and systematic issues that could impair the robustness of scientific claims we encounter every day. We will discuss the controversy around psychology and the replicability of its results, while learning about new initiatives that are currently reinventing the basic foundations of our field. \nThe course will equip you with some of the basic tools necessary to conduct robust psychological research fit for the 21st century.The course will be based on a mix of set readings, class discussions and lectures. Readings will include a diverse range of journal articles, reviews, editorials, blog posts, newspaper articles, commentaries, podcasts,videos, and tweets. No exams or papers will be set; but come along with a critical eye and a willingness to discuss some difficult and controversial issues.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Preregistration", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Conceptual and statistical knowledge" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/psychology-s-credibility-revolution.md b/content/curated_resources/psychology-s-credibility-revolution.md new file mode 100644 index 00000000000..3513ddfdf08 --- /dev/null +++ b/content/curated_resources/psychology-s-credibility-revolution.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 17:19:55", + "title": "Psychology\u2019s Credibility Revolution", + "link_to_resource": "https://osf.io/9v2sy/", + "creators": [ + "Julia Strand" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In 2011, Daryl Bem published a paper that seemed to demonstrate evidence for extra sensory perception (ESP). Four years later, the Open Science Collaboration failed to replicate 67 of 100 published psychological studies. These results and others have rocked the field of Psychology (and science more generally) and caused many to re- examine how research is designed, analyzed, and reported. In this seminar, we will explore the factors that contribute to false positives in the literature, including questionable research practices like p-hacking and selective reporting, as well as publication bias, and the incentive structure of science. Along the way, we\u2019ll also discuss the strategies being used to improve the discipline and how to apply them to your own research and consumption of science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Questionable research practices & their prevalence", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/psychology-s-renaissance.md b/content/curated_resources/psychology-s-renaissance.md new file mode 100644 index 00000000000..a521659738e --- /dev/null +++ b/content/curated_resources/psychology-s-renaissance.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-27T16:22:44.790Z", + "title": "Psychology's renaissance", + "link_to_resource": "https://doi.org/10.1146/annurev-psych-122216-011836", + "creators": [ + "Leif D. Nelson", + "Joseph Simmons", + "and Uri Simonsohn" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In 2010\u20132012, a few largely coincidental events led experimental psychologists to realize that their approach to collecting, analyzing, and reporting data made it too easy to publish false-positive findings. This sparked a period of methodological reflection that we review here and call Psychology's Renaissance. We begin by describing how psychologists\u2019 concerns with publication bias shifted from worrying about file-drawered studies to worrying about p-hacked analyses. We then review the methodological changes that psychologists have proposed and, in some cases, embraced. In describing how the renaissance has unfolded, we attempt to describe different points of view fairly but not neutrally, so as to identify the most promising paths forward. In so doing, we champion disclosure and preregistration, express skepticism about most statistical solutions to publication bias, take positions on the analysis and interpretation of replication failures, and contend that meta-analytical thinking increases the prevalence of false positives. Our general thesis is that the scientific practices of experimental psychologists have improved dramatically.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.1146/annurev-psych-122216-011836", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/psychology-s-replication-crisis-and-the.md b/content/curated_resources/psychology-s-replication-crisis-and-the.md new file mode 100644 index 00000000000..63f2171ddf2 --- /dev/null +++ b/content/curated_resources/psychology-s-replication-crisis-and-the.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-27T16:14:55.320Z", + "title": "Psychology's Replication Crisis and the Grant Culture: Righting the Ship", + "link_to_resource": "https://doi.org/10.1177/1745691616687745", + "creators": [ + "Scott O Lilienfeld" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The past several years have been a time for soul searching in psychology, as we have gradually come to grips with the reality that some of our cherished findings are less robust than we had assumed. Nevertheless, the replication crisis highlights the operation of psychological science at its best, as it reflects our growing humility. At the same time, institutional variables, especially the growing emphasis on external funding as an expectation or de facto requirement for faculty tenure and promotion, pose largely unappreciated hazards for psychological science, including (a) incentives for engaging in questionable research practices, (b) a single-minded focus on programmatic research, (c) intellectual hyperspecialization, (d) disincentives for conducting direct replications, (e) stifling of creativity and intellectual risk taking, (f) researchers promising more than they can deliver, and (g) diminished time for thinking deeply. Preregistration should assist with (a), but will do little about (b) through (g). Psychology is beginning to right the ship, but it will need to confront the increasingly deleterious impact of the grant culture on scientific inquiry.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1177/1745691616687745", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/psychology-science-and-knowledge-constru.md b/content/curated_resources/psychology-science-and-knowledge-constru.md new file mode 100644 index 00000000000..e25470d0a98 --- /dev/null +++ b/content/curated_resources/psychology-science-and-knowledge-constru.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-06T19:36:22.578Z", + "title": "Psychology, Science, and Knowledge Construction: Broadening Perspectives from the Replication Crisis", + "link_to_resource": "https://doi.org/10.1146/annurev-psych-122216-011845", + "creators": [ + "Patrick E. Shrout and Joseph L. Rodgers" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Psychology advances knowledge by testing statistical hypotheses using empirical observations and data. The expectation is that most statistically significant findings can be replicated in new data and in new laboratories, but in practice many findings have replicated less often than expected, leading to claims of a replication crisis. We review recent methodological literature on questionable research practices, meta-analysis, and power analysis to explain the apparently high rates of failure to replicate. Psychologists can improve research practices to advance knowledge in ways that improve replicability. We recommend that researchers adopt open science conventions of preregi-stration and full disclosure and that replication efforts be based on multiple studies rather than on a single replication attempt. We call for more sophisticated power analyses, careful consideration of the various influences on effect sizes, and more complete disclosure of nonsignificant as well as statistically significant findings.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Questionable research practices & their prevalence, Meta-analyses", + "doi": "10.1146/annurev-psych-122216-011845", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/psyteachr.md b/content/curated_resources/psyteachr.md new file mode 100644 index 00000000000..fb685ad8c4b --- /dev/null +++ b/content/curated_resources/psyteachr.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "PsyTeachR", + "link_to_resource": "https://psyteachr.github.io/", + "creators": [ + "" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Materials for the University of Glasgow Institute of Neuroscience and Psychology\u2019s undergraduate and MSc methods courses + Experiences, insights, and materials for teaching R across all undergraduate and postgraduate levels.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-sa", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Curriculum Change", + "Education", + "Educators", + "Open Education", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Students" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution, Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate), Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/pubcompare-the-largest-database-of-trust.md b/content/curated_resources/pubcompare-the-largest-database-of-trust.md new file mode 100644 index 00000000000..efde73f2f24 --- /dev/null +++ b/content/curated_resources/pubcompare-the-largest-database-of-trust.md @@ -0,0 +1,39 @@ +{ + "timestamp": "12/12/2024 9:22:46", + "title": "Pubcompare : The largest database of trusted experimental protocols", + "link_to_resource": "https://www.pubcompare.ai/", + "creators": [ + "." + ], + "material_type": [ + "AI-search engine" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "n.a.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses" + ], + "tags": [ + "AI" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Free and open source software", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/public-availability-of-published-researc.md b/content/curated_resources/public-availability-of-published-researc.md new file mode 100644 index 00000000000..7a61e656c14 --- /dev/null +++ b/content/curated_resources/public-availability-of-published-researc.md @@ -0,0 +1,52 @@ +{ + "timestamp": "01/01/2020", + "title": "Public Availability of Published Research Data in High-Impact Journals", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0024357", + "creators": [ + "Alawi A. Alsheikh-Ali", + "John P. A. Ioannidis", + "Mouaz H. Al-Mallah", + "Waqas Qureshi" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Background There is increasing interest to make primary data from published research publicly available. We aimed to assess the current status of making research data available in highly-cited journals across the scientific literature. Methods and Results We reviewed the first 10 original research papers of 2009 published in the 50 original research journals with the highest impact factor. For each journal we documented the policies related to public availability and sharing of data. Of the 50 journals, 44 (88%) had a statement in their instructions to authors related to public availability and sharing of data. However, there was wide variation in journal requirements, ranging from requiring the sharing of all primary data related to the research to just including a statement in the published manuscript that data can be available on request. Of the 500 assessed papers, 149 (30%) were not subject to any data availability policy. Of the remaining 351 papers that were covered by some data availability policy, 208 papers (59%) did not fully adhere to the data availability instructions of the journals they were published in, most commonly (73%) by not publicly depositing microarray data. The other 143 papers that adhered to the data availability instructions did so by publicly depositing only the specific data type as required, making a statement of willingness to share, or actually sharing all the primary data. Overall, only 47 papers (9%) deposited full primary raw data online. None of the 149 papers not subject to data availability policies made their full primary data publicly available. Conclusion A substantial proportion of original research papers published in high-impact journals are either not subject to any data availability policies, or do not adhere to the data availability instructions in their respective journals. This empiric evaluation highlights opportunities for improvement.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Bibliometrics", + "Clinical Trials", + "Data", + "Data Processing", + "Microarrays", + "Policy", + "Public Policy", + "Publishing", + "Reproducibility", + "Science Policy", + "Scientific Publishing" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1371/journal.pone.0024357", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/public-data-archiving-in-ecology-and-evo.md b/content/curated_resources/public-data-archiving-in-ecology-and-evo.md new file mode 100644 index 00000000000..93f08f8f54f --- /dev/null +++ b/content/curated_resources/public-data-archiving-in-ecology-and-evo.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "Public Data Archiving in Ecology and Evolution: How Well Are We Doing?", + "link_to_resource": "https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.1002295", + "creators": [ + "Dominique G. Roche", + "Loeske E. B. Kruuk", + "Robert Lanfear", + "Sandra A. Binning" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Policies that mandate public data archiving (PDA) successfully increase accessibility to data underlying scientific publications. However, is the data quality sufficient to allow reuse and reanalysis? We surveyed 100 datasets associated with nonmolecular studies in journals that commonly publish ecological and evolutionary research and have a strong PDA policy. Out of these datasets, 56% were incomplete, and 64% were archived in a way that partially or entirely prevented reuse. We suggest that cultural shifts facilitating clearer benefits to authors are necessary to achieve high-quality PDA and highlight key guidelines to help authors increase their data\u2019s reuse potential and compliance with journal data policies.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Archives", + "Data", + "Data Processing", + "Evolutionary Biology", + "Evolutionary Genetics", + "Public Policy", + "Reproducibility", + "Science Policy", + "Scientific Publishing" + ], + "forrt_clusters_new": "Replication and meta-research, FAIR data and materials", + "forrt_sub_clusters": "Meta-research, Reasons to share data and materials", + "doi": "10.1371/journal.pbio.1002295", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/publication-bias-and-the-canonization-of.md b/content/curated_resources/publication-bias-and-the-canonization-of.md new file mode 100644 index 00000000000..44714be8316 --- /dev/null +++ b/content/curated_resources/publication-bias-and-the-canonization-of.md @@ -0,0 +1,51 @@ +{ + "timestamp": "2020-05-26T14:37:36.491Z", + "title": "Publication bias and the canonization of false facts. ", + "link_to_resource": "https://doi.org/10.7554/eLife.21451", + "creators": [ + "Nissen", + "S. B.", + "Magidson", + "T.", + "Gross", + "K.", + "& Bergstrom", + "C. T." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Science is facing a \u201creplication crisis\u201d in which many experimental findings cannot be replicated and are likely to be false. Does this imply that many scientific facts are false as well? To find out, we explore the process by which a claim becomes fact. We model the community\u2019s confidence in a claim as a Markov process with successive published results shifting the degree of belief. Publication bias in favor of positive findings influences the distribution of published results. We find that unless a sufficient fraction of negative results are published, false claims frequently can become canonized as fact. Data-dredging, p-hacking, and similar behaviors exacerbate the problem. Should negative results become easier to publish as a claim approaches acceptance as a fact, however, true and false claims would be more readily distinguished. To the degree that the model reflects the real world, there may be serious concerns about the validity of purported facts in some disciplines.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Meta-research, Questionable research practices & their prevalence", + "doi": "10.7554/eLife.21451", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/publication-bias-and-the-limited-strengt.md b/content/curated_resources/publication-bias-and-the-limited-strengt.md new file mode 100644 index 00000000000..1d64580b97c --- /dev/null +++ b/content/curated_resources/publication-bias-and-the-limited-strengt.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-10T19:34:02.572Z", + "title": "Publication bias and the limited strength model of self-control: has the evidence for ego depletion been overestimated?", + "link_to_resource": "https://doi.org/10.3389/fpsyg.2014.00823", + "creators": [ + "Evan C. Carter and Michael E. McCullough" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Few models of self-control have generated as much scientific interest as has the limited strength model. One of the entailments of this model, the depletion effect, is the expectation that acts of self-control will be less effective when they follow prior acts of self-control. Results from a previous meta-analysis concluded that the depletion effect is robust and medium in magnitude (d = 0.62). However, when we applied methods for estimating and correcting for small-study effects (such as publication bias) to the data from this previous meta-analysis effort, we found very strong signals of publication bias, along with an indication that the depletion effect is actually no different from zero. We conclude that until greater certainty about the size of the depletion effect can be established, circumspection about the existence of this phenomenon is warranted, and that rather than elaborating on the model, research efforts should focus on establishing whether the basic effect exists. We argue that the evidence for the depletion effect is a useful case study for illustrating the dangers of small-study effects as well as some of the possible tools for mitigating their influence in psychological science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-analyses", + "doi": "10.3389/fpsyg.2014.00823", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/publication-bias-in-clinical-research.md b/content/curated_resources/publication-bias-in-clinical-research.md new file mode 100644 index 00000000000..ff730ac9356 --- /dev/null +++ b/content/curated_resources/publication-bias-in-clinical-research.md @@ -0,0 +1,46 @@ +{ + "timestamp": "10/6/2023 12:41:12", + "title": "Publication bias in clinical research", + "link_to_resource": "https://doi.org/10.1016/0140-6736(91)90201-Y", + "creators": [ + "P.J Easterbrook", + "R Gopalan", + "J.A Berlin", + "D.R Matthews" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In a retrospective survey, 487 research projects approved by the Central Oxford Research Ethics Committee between 1984 and 1987, were studied for evidence of publication bias. As of May, 1990, 285 of the studies had been analysed by the investigators, and 52% of these had been published. Studies with statistically significant results were more likely to be published than those finding no difference between the study groups (adjusted odds ratio [OR] 2\u00b732; 95% confidence interval [Cl] 1\u00b725-4\u00b728). Studies with significant results were also more likely to lead to a greater number of publications and presentations and to be published in journals with a high citation impact factor. An increased likelihood of publication was also associated with a high rating by the investigator of the importance of the study results, and with increasing sample size. The tendency towards publication bias was greater with observational and laboratory-based experimental studies (OR=3\u00b779; 95% CI=1\u00b747-9\u00b776) than with randomised clinical trials (OR=0\u00b784; 95% CI=0\u00b734-2\u00b709). We have confirmed the presence of publication bias in a cohort of clinical research studies. These findings suggest that conclusions based only on a review of published data should be interpreted cautiously, especially for observational studies. Improved strategies are needed to identify the results of unpublished as well as published studies.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Publication Bias", + "Clinical Research" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.1016/0140-6736(91)90201-Y", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/publication-bias-in-psychology-a-diagnos.md b/content/curated_resources/publication-bias-in-psychology-a-diagnos.md new file mode 100644 index 00000000000..424deb8e4b5 --- /dev/null +++ b/content/curated_resources/publication-bias-in-psychology-a-diagnos.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-26T14:44:04.818Z", + "title": "Publication Bias in Psychology: A Diagnosis Based on the Correlation between Effect Size and Sample Size", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0105825", + "creators": [ + "Anton K\u00fchberger", + "Astrid Fritz", + "Thomas Scherndl" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Background: The p value obtained from a significance test provides no information about the magnitude or importance of the underlying phenomenon. Therefore, additional reporting of effect size is often recommended. Effect sizes are theoretically independent from sample size. Yet this may not hold true empirically: non-independence could indicate publication bias. Methods: We investigate whether effect size is independent from sample size in psychological research. We randomly sampled 1,000 psychological articles from all areas of psychological research. We extracted p values, effect sizes, and sample sizes of all empirical papers, and calculated the correlation between effect size and sample size, and investigated the distribution of p values. Results: We found a negative correlation of r\u200a=\u200a\u2212.45 [95% CI: \u2212.53; \u2212.35] between effect size and sample size. In addition, we found an inordinately high number of p values just passing the boundary of significance. Additional data showed that neither implicit nor explicit power analysis could account for this pattern of findings. Conclusion: The negative correlation between effect size and samples size, and the biased distribution of p values indicate pervasive publication bias in the entire field of psychology.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Meta-research", + "doi": "10.1371/journal.pone.0105825", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/publication-bias-in-the-social-sciences.md b/content/curated_resources/publication-bias-in-the-social-sciences.md new file mode 100644 index 00000000000..ea84c1ac4f4 --- /dev/null +++ b/content/curated_resources/publication-bias-in-the-social-sciences.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-26T14:49:40.450Z", + "title": "Publication bias in the social sciences: Unlocking the file drawer", + "link_to_resource": "https://doi.org/10.1126/science.1255484", + "creators": [ + "Annie Franco", + "Neil Malhotra", + "Gabor Simonovits" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "We studied publication bias in the social sciences by analyzing a known population of conducted studies\u2014221 in total\u2014in which there is a full accounting of what is published and unpublished. We leveraged Time-sharing Experiments in the Social Sciences (TESS), a National Science Foundation\u2013sponsored program in which researchers propose survey-based experiments to be run on representative samples of American adults. Because TESS proposals undergo rigorous peer review, the studies in the sample all exceed a substantial quality threshold. Strong results are 40 percentage points more likely to be published than are null results and 60 percentage points more likely to be written up. We provide direct evidence of publication bias and identify the stage of research production at which publication bias occurs: Authors do not write up and submit null findings", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Meta-research, Questionable research practices & their prevalence", + "doi": "10.1126/science.1255484", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/publication-decisions-and-their-possible.md b/content/curated_resources/publication-decisions-and-their-possible.md new file mode 100644 index 00000000000..84e339aaccc --- /dev/null +++ b/content/curated_resources/publication-decisions-and-their-possible.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-26T15:44:20.900Z", + "title": "Publication Decisions and their Possible Effects on Inferences Drawn from Tests of Significance\u2014or Vice Versa", + "link_to_resource": "http://dx.doi.org/10.1080/01621459.1959.10501497", + "creators": [ + "Theodore D. Sterling" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "There is some evidence that in fields where statistical tests of significance are commonly used, research which yields nonsignificant results is not published. Such research being unknown to other investigators may be repeated independently until eventually by chance a significant result occurs-an \"error of the first kind\"-and is published. Significant results published in these fields are seldom verified by independent replication. The possibility thus arises that the literature of such a field consists in substantial part of false conclusions resulting from errors of the first kind in statistical tests of significance", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1080/01621459.1959.10501497", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/publication-of-nih-funded-trials-registe.md b/content/curated_resources/publication-of-nih-funded-trials-registe.md new file mode 100644 index 00000000000..580bc5093ba --- /dev/null +++ b/content/curated_resources/publication-of-nih-funded-trials-registe.md @@ -0,0 +1,50 @@ +{ + "timestamp": "12/14/2023 9:36:22", + "title": "Publication of NIH funded trials registered in ClinicalTrials.gov: Cross sectional analysis", + "link_to_resource": "https://doi.org/10.1136/bmj.d7292", + "creators": [ + "Joseph S Ross", + "Tony Tse", + "Deborah A Zarin", + "Hui Xu", + "Lei Zhou", + "Harlan M Krumholz" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Objective To review patterns of publication of clinical trials funded by US National Institutes of Health (NIH) in peer reviewed biomedical journals indexed by Medline.\n\nDesign Cross sectional analysis.\n\nSetting Clinical trials funded by NIH and registered within ClinicalTrials.gov (clinicaltrials.gov), a trial registry and results database maintained by the US National Library of Medicine, after 30 September 2005 and updated as having been completed by 31 December 2008, allowing at least 30 months for publication after completion of the trial.\n\nMain outcome measures Publication and time to publication in the biomedical literature, as determined through Medline searches, the last of which was performed in June 2011.\n\nResults Among 635 clinical trials completed by 31 December 2008, 294 (46%) were published in a peer reviewed biomedical journal, indexed by Medline, within 30 months of trial completion. The median period of follow-up after trial completion was 51 months (25th-75th centiles 40-68 months), and 432 (68%) were published overall. Among published trials, the median time to publication was 23 months (14-36 months). Trials completed in either 2007 or 2008 were more likely to be published within 30 months of study completion compared with trials completed before 2007 (54% (196/366) v 36% (98/269); P<0.001).\n\nConclusions Despite recent improvement in timely publication, fewer than half of trials funded by NIH are published in a peer reviewed biomedical journal indexed by Medline within 30 months of trial completion. Moreover, after a median of 51 months after trial completion, a third of trials remained unpublished.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "NIH", + "Clinical Research", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1136/bmj.d7292", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/publication-prejudices-an-experimental-s.md b/content/curated_resources/publication-prejudices-an-experimental-s.md new file mode 100644 index 00000000000..78b5d149f06 --- /dev/null +++ b/content/curated_resources/publication-prejudices-an-experimental-s.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-31T18:44:43.283Z", + "title": "Publication Prejudices: An Experimental Study of Confirmatory Bias in the Peer Review System ", + "link_to_resource": "https://doi.org/10.1007/BF01173636", + "creators": [ + "Michael J. Mahoney" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Confirmatory bias is the tendency to emphasize and believe experiences which support one's views and to ignore or discredit those which do not. The effects of this tendency have been repeatedly documented in clinical research. However, its ramifications for the behavior of scientists have yet to be adequately explored. For example, although publication is a critical element in determining the contribution and impact of scientific findings, little research attention has been devoted to the variables operative in journal review policies. In the present study, 75 journal reviewers were asked to referee manuscripts which described identical experimental procedures but which reported positive, negative, mixed, or no results. In addition to showing poor interrater agreement, reviewers were strongly biased against manuscripts which reported results contrary to their theoretical perspective. The implications of these findings for epistemology and the peer review system are briefly addressed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Publication Sharing", + "forrt_sub_clusters": "Open peer review", + "doi": "10.1007/BF01173636", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/publication-pressure-and-scientific-misc.md b/content/curated_resources/publication-pressure-and-scientific-misc.md new file mode 100644 index 00000000000..3656171a838 --- /dev/null +++ b/content/curated_resources/publication-pressure-and-scientific-misc.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-26T14:33:46.426Z", + "title": "Publication pressure and scientific misconduct in medical scientists", + "link_to_resource": "https://doi.org/10.1177/1556264614552421", + "creators": [ + "Joeri K. Tijdink", + "Reinout Verbeke", + "Yvo M. Smulders" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "There is increasing evidence that scientific misconduct is more common than previously thought. Strong emphasis on scientific productivity may increase the sense of publication pressure. We administered a nationwide survey to Flemish biomedical scientists on whether they had engaged in scientific misconduct and whether they had experienced publication pressure. A total of 315 scientists participated in the survey; 15% of the respondents admitted they had fabricated, falsified, plagiarized, or manipulated data in the past 3 years. Fraud was more common among younger scientists working in a university hospital. Furthermore, 72% rated publication pressure as \u201ctoo high.\u201d Publication pressure was strongly and significantly associated with a composite scientific misconduct severity score.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Research Integrity, Ways of Working", + "forrt_sub_clusters": "Research Culture, Incentives, and Institutional Responsibilities, Adversarial collaborations", + "doi": "10.1177/1556264614552421", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/publication-rate-in-preclinical-research.md b/content/curated_resources/publication-rate-in-preclinical-research.md new file mode 100644 index 00000000000..6806d50df30 --- /dev/null +++ b/content/curated_resources/publication-rate-in-preclinical-research.md @@ -0,0 +1,49 @@ +{ + "timestamp": "10/27/2023 14:30:39", + "title": "Publication rate in preclinical research: A plea for preregistration", + "link_to_resource": "https://doi.org/10.1136/bmjos-2019-100051", + "creators": [ + "Mira van der Naald", + "Steven Wenker", + "Pieter A Doevendans", + "Kimberley E Wever", + "Steven A J Chamuleau" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Objectives\nThe ultimate goal of biomedical research is the development of new treatment options for patients. Animal models are used if questions cannot be addressed otherwise. Currently, it is widely believed that a large fraction of performed studies are never published, but there are no data that directly address this question.\n\nMethods\nWe have tracked a selection of animal study protocols approved in the University Medical Center Utrecht in the Netherlands, to assess whether these have led to a publication with a follow-up period of 7 years.\n\nResults\nWe found that 60% of all animal study protocols led to at least one publication (full text or abstract). A total of 5590 animals were used in these studies, of which 26% was reported in the resulting publications.\n\nConclusions\nThe data presented here underline the need for preclinical preregistration, in view of the risk of reporting and publication bias in preclinical research. We plea that all animal study protocols should be prospectively registered on an online, accessible platform to increase transparency and data sharing. To facilitate this, we have developed a platform dedicated to animal study protocol registration: www.preclinicaltrials.eu.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Translational Research", + "Publication Rate", + "Publication Bias" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1136/bmjos-2019-100051", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/publishing-in-the-open-access-and-open-s.md b/content/curated_resources/publishing-in-the-open-access-and-open-s.md new file mode 100644 index 00000000000..ecc1109a4c7 --- /dev/null +++ b/content/curated_resources/publishing-in-the-open-access-and-open-s.md @@ -0,0 +1,47 @@ +{ + "timestamp": "12/19/2024 9:05:57", + "title": "Publishing in the Open Access and Open Science era", + "link_to_resource": "https://doi.org/10.1111/gtc.13100", + "creators": [ + "Masanori Arita", + "Bernd Pulverer", + "Tadashi Uemura", + "Chisako Sakuma", + "Shigeo Hayashi" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Our research activities would be better served if they were communicated in a manner that is openly accessible to the public and all researchers. The research we share is often limited to representative data included in research papers\u2014science would be much more efficient if all reproducible research data were shared alongside detailed methods and protocols, in the paradigm called Open Science. On the other hand, one primary function of research journals is to select manuscripts of good quality, verify the authenticity of the data and its impact, and deliver to the appropriate audience for critical evaluation and verification. In the current paradigm, where publication in a subset of journals is intimately linked to research evaluation, a hypercompetitive \u201cmarket\u201d has emerged where authors compete to access a limited number of top-tier journals, leading to high rejection rates. Competition among publishers and scientific journals for market dominance resulted in an increase in both the number of journals and the cost of publishing and accessing scientific papers. Here we summarize the current problems and potential solutions from the development of AI technology discussed in the seminar at the 46th Annual Meeting of the Molecular Biology Society of Japan.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "APC/Article Processing Charge", + "Open Access", + "Open Science", + "Scientific Publication", + "Transformative Agreement" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1111/gtc.13100", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/python-for-harvesting-data-on-the-web.md b/content/curated_resources/python-for-harvesting-data-on-the-web.md new file mode 100644 index 00000000000..632efb26c03 --- /dev/null +++ b/content/curated_resources/python-for-harvesting-data-on-the-web.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Python for Harvesting Data on the Web", + "link_to_resource": "https://nyu-dataservices.github.io/DataHarvesting-Python/", + "creators": [ + "Nick Wolf", + "Vicky Steeves" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This session is an intermediate-to-advanced level class that offers some ideas for how to approach the following common data wrangling needs in research: 1) Obtain data and load it into a suitable data \"container\" for analysis, often via a web interface, especially an API, 2) parse the data retrieved via an API and turn it into a useful object for manipulation and analysis, and 3) perform some basic summary counts of records in a dataset and work up a quick visualization.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-nc", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Open Scholarship Tools and Technologies", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/python-for-humanities.md b/content/curated_resources/python-for-humanities.md new file mode 100644 index 00000000000..25903f0d9a0 --- /dev/null +++ b/content/curated_resources/python-for-humanities.md @@ -0,0 +1,47 @@ +{ + "timestamp": "01/01/2020", + "title": "Python for Humanities", + "link_to_resource": "https://carpentries-incubator.github.io/python-humanities-lesson/", + "creators": [ + "Iain Emsley" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Python is a general purpose programming language that is useful for writing scripts to work effectively and reproducibly with data. This is an introduction to Python designed for participants with no programming experience. These lessons can be taught in a day (~ 6 hours). They start with some basic information about Python syntax, the Jupyter notebook interface, and move through how to import CSV files, using the pandas package to work with data frames, how to calculate summary information from a data frame, and a brief introduction to plotting. The last lesson demonstrates how to work with databases directly from Python.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "Python", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Computational reproducibility, Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/qdr-data-for-teaching.md b/content/curated_resources/qdr-data-for-teaching.md new file mode 100644 index 00000000000..107a256a617 --- /dev/null +++ b/content/curated_resources/qdr-data-for-teaching.md @@ -0,0 +1,46 @@ +{ + "timestamp": "6/10/2022 6:48:02", + "title": "QDR Data for Teaching", + "link_to_resource": "https://qdr.syr.edu/guidance/teaching/data-for-teaching", + "creators": [ + "Qualitative Data Repository" + ], + "material_type": [ + "Data Set", + "Primary Source" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "As part of its mission, QDR promotes the pedagogical use of published qualitative and multi-method data projects. Shared qualitative data can play a crucial role for both substantive and methods teaching. Below is a non-exhaustive list of projects we want to highlight as being particularly well-suited for secondary uses by undergraduate and graduate students. They all\n\n- Allow unrestricted access to data (after free website registration)\n- Are well documented so data is understandable\n- Are rich in content to allow deep engagement and the pursuit of a variety of questions\n- Are mostly in English for widest usability.\n- The projects are listed by data type and include a short description. For additional details, simply click through to the project page in our data catalog.", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain, CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Arts and Humanities", + "Education", + "English Language Arts", + "History", + "Law", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training, Repositories", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/qualitative-open-science-practices.md b/content/curated_resources/qualitative-open-science-practices.md new file mode 100644 index 00000000000..9a35e21a0e5 --- /dev/null +++ b/content/curated_resources/qualitative-open-science-practices.md @@ -0,0 +1,41 @@ +{ + "timestamp": "3/13/2025 13:14:43", + "title": "Qualitative Open Science Practices", + "link_to_resource": "https://forrt.org/educators-corner/006-qualitative-os-practices/", + "creators": [ + "Rachel Renbarger & Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "Starting with Qualitative Open Science Practices\n\nAs a person who was trained primarily in research using quantitative methods but needed to do qualitative research to answer the next most pressing question, I was increasingly learning about qualitative research and how to conduct it properly. However, I had not seen much information about how to conduct qualitative research using open science practices. During my PhD, I had been introduced to open science practices as a way to improve educational research, but almost everything I saw did not seem to align with qualitative research. I asked colleagues what existed with regard to open qualitative research resources. Answer: no clue.\n\nCall to action\n\nWe thus gathered people interested in qualitative open science research in education at the Virtual Unconference on Open Scholarship Practices in Education Research sponsored by the Center for Open Science. At the conference, we brought other educational researchers and open science fans together to debate what open science qualitative research might look like, put together a list of publicly available publications and tools, and figure out what to do with this information. By the end of a few of these hackathon sessions, we had a list of videos, websites, and publications to help the community understand how to do this work. The full list is located on the Open Educational Resources website but will be expanded upon here in this blog. This blog is intended to be a soft entry into this space of qualitative open science research, not a comprehensive journey; take the thoughts below as suggestions if they align with your philosophy, project, and Institutional Review Board (IRB).", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Qualitative Research; Open Access; Open Materials; Educational Research; Preregistration; Ethics; Transparency" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/qualitative-research-using-open-tools.md b/content/curated_resources/qualitative-research-using-open-tools.md new file mode 100644 index 00000000000..01f1d8462e2 --- /dev/null +++ b/content/curated_resources/qualitative-research-using-open-tools.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "Qualitative Research Using Open Tools", + "link_to_resource": "https://zenodo.org/record/2673016", + "creators": [ + "Beth M. Duckles", + "Vicky Steeves" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Qualitative research has long suffered from a lack of free tools for analysis, leaving no options for researchers without significant funds for software licenses. This presents significant challenges for equity. This panel discussion will explore the first two free/libre open source qualitative analysis tools out there: qcoder (R package) and Taguette (desktop application). Drawing from the diverse backgrounds of the presenters (social science, library & information science, software engineering), we will discuss what openness and extensibility means for qualitative research, and how the two tools we've built facilitate equitable, open sharing.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Librarians", + "Open Scholarship Tools and Technologies", + "Qualitative", + "R", + "Research Data Management Tools", + "Researchers", + "Taguette" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, Qualitative Research", + "forrt_sub_clusters": "Qualitative approaches to open science, Free and open source software", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/quality-indicators-of-secondary-data-ana.md b/content/curated_resources/quality-indicators-of-secondary-data-ana.md new file mode 100644 index 00000000000..8a0a3693fa5 --- /dev/null +++ b/content/curated_resources/quality-indicators-of-secondary-data-ana.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/27/2023 10:19:58", + "title": "Quality Indicators of Secondary Data Analyses in Special Education Research: A Preregistration Guide", + "link_to_resource": "https://doi.org/10.1177/00144029221141029", + "creators": [ + "Allison R. Lombardi", + "Graham G. Rifenbark", + "Ashley Taconet" + ], + "material_type": [ + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Secondary data analyses occur when new analyses are proposed for existing data. Although they are prevalent in special education research, there is little guidance on how to prepare secondary data analyses studies. Preregistration of secondary data analyses studies provides a nice opportunity and structure for fellow researchers to share innovative questions and analytic approaches to existing data sets as well as increase transparency. In this manuscript, we (a) describe quality indicators of secondary data analyses consistent with open science practices and (b) provide applied examples of these indicators from a sampling of published studies based on two iterations of data from the National Longitudinal Transition Study (NLTS2 and NLTS2012) with the overall goals to provide guidance to authors and peer reviewers and promote collaboration among fellow researchers engaged in secondary analyses for a range of purposes.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Secondary Data Analysis", + "Special Education", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.1177/00144029221141029", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/quality-uncertainty-erodes-trust-in-scie.md b/content/curated_resources/quality-uncertainty-erodes-trust-in-scie.md new file mode 100644 index 00000000000..85c629a80d3 --- /dev/null +++ b/content/curated_resources/quality-uncertainty-erodes-trust-in-scie.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-09T16:25:58.562Z", + "title": "Quality Uncertainty Erodes Trust in Science", + "link_to_resource": "http://doi.org/10.1525/collabra.74", + "creators": [ + "S. Vazire" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "When consumers of science (readers and reviewers) lack relevant details about the study design, data, and analyses, they cannot adequately evaluate the strength of a scientific study. Lack of transparency is common in science, and is encouraged by journals that place more emphasis on the aesthetic appeal of a manuscript than the robustness of its scientific claims. In doing this, journals are implicitly encouraging authors to do whatever it takes to obtain eye-catching results. To achieve this, researchers can use common research practices that beautify results at the expense of the robustness of those results (e.g., p-hacking). The problem is not engaging in these practices, but failing to disclose them. A car whose carburetor is duct-taped to the rest of the car might work perfectly fine, but the buyer has a right to know about the duct-taping. Without high levels of transparency in scientific publications, consumers of scientific manuscripts are in a similar position as buyers of used cars \u2013 they cannot reliably tell the difference between lemons and high quality findings. This phenomenon \u2013 quality uncertainty \u2013 has been shown to erode trust in economic markets, such as the used car market. The same problem threatens to erode trust in science. The solution is to increase transparency and give consumers of scientific research the information they need to accurately evaluate research. Transparency would also encourage researchers to be more careful in how they conduct their studies and write up their results. To make this happen, we must tie journals\u2019 reputations to their practices regarding transparency. Reviewers hold a great deal of power to make this happen, by demanding the transparency needed to rigorously evaluate scientific manuscripts. The public expects transparency from science, and appropriately so \u2013 we should be held to a higher standard than used car salespeople", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1525/collabra.74", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/quantitative-emerging-practices-and-meth.md b/content/curated_resources/quantitative-emerging-practices-and-meth.md new file mode 100644 index 00000000000..e563d4d11ac --- /dev/null +++ b/content/curated_resources/quantitative-emerging-practices-and-meth.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 13:39:53", + "title": "Quantitative Emerging Practices and Methods in Psychology", + "link_to_resource": "https://osf.io/k7bfc/", + "creators": [ + "Jennifer Howell" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Recently, a reporter in the Chronicle of Higher Education wrote that \u201cpsychology is having an uneasy moment\u201d (Zamudio-Suarez, 2016). The \u201cuneasy moment\u201d to which she referred is a movementof field self-criticism that has gained incredible steam and features media coverage, twitter wars, and a numerous methods-focused blogs.The purpose of this course is to sort through the criticisms and recommendations that have emerged in our field. We will address a wide swath of topics including historical and emerging concerns about our practices, modern journal requirements, and recommendations on the horizon. The course will center primarily around three types of topics: 1) philosophy of psychological science, 2) criticisms of past and present practices, 3) practical (andimpractical) solutions.The course will be driven by both discussion and hands-on practice. On most days, we will spend the first half of class discussing readings and the second half of class learning hands-on practices.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Meta-research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/questionable-and-open-research-practices.md b/content/curated_resources/questionable-and-open-research-practices.md new file mode 100644 index 00000000000..15a4d3cacb2 --- /dev/null +++ b/content/curated_resources/questionable-and-open-research-practices.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Questionable and Open Research Practices in Education Research", + "link_to_resource": "https://edarxiv.org/f7srb/", + "creators": [ + "Bryan G. Cook", + "Jaret Hodges", + "Jonathan Plucker", + "Matthew C. Makel" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Discussions of how to improve research quality are predominant in a number of fields, including education. But how prevalent are the use of problematic practices and the improved practices meant to counter them? This baseline information will be a critical data source as education researchers seek to improve our research practices. In this preregistered study, we replicated and extended previous studies from other fields by asking education researchers about 10 questionable research practices and 5 open research practices. We asked them to estimate the prevalence of the practices in the field, self-report their own use of such practices, and estimate the appropriateness of these behaviors in education research. We made predictions under four umbrella categories: comparison to psychology, geographic location, career stage, and quantitative orientation. Broadly, our results suggest that both questionable and open research practices are part of the typical research practices of many educational researchers. Preregistration, code, and data can be found at https://osf.io/83mwk/.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Open Data", + "Preregistration", + "Research Methods" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/questionable-metascience-practices.md b/content/curated_resources/questionable-metascience-practices.md new file mode 100644 index 00000000000..d55c44b0858 --- /dev/null +++ b/content/curated_resources/questionable-metascience-practices.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2/6/2025 4:45:40", + "title": "Questionable Metascience Practices", + "link_to_resource": "https://doi.org/10.36850/mr4", + "creators": [ + "Mark Rubin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Metascientists have studied questionable research practices in science. The present article considers the parallel concept of questionable metascience practices (QMPs). A QMP is a research practice, assumption, or perspective that has been questioned by several commentators as being potentially problematic for metascience and/or the science reform movement. The present article reviews ten QMPs that relate to criticism, replication, bias, generalization, and the characterization of science. Specifically, the following QMPs are considered: (1) rejecting or ignoring self-criticism; (2) a fast \u2018n\u2019 bropen scientific criticism style; (3) overplaying the role of replication in science; (4) assuming a replication rate is \u201ctoo low\u201d without specifying an \u201cacceptable\u201d rate; (5) an unacknowledged metabias towards explaining the replication crisis in terms of researcher bias; (6) assuming that researcher bias can be reduced; (7) devaluing exploratory results as being more \u201ctentative\u201d than confirmatory results; (8) presuming that questionable research practices are problematic research practices; (9) focusing on knowledge accumulation; and (10) focusing on specific scientific methods. It is stressed that only some metascientists engage in some QMPs some of the time, and that these QMPs may not always be problematic. Research is required to estimate the prevalence and impact of QMPs. In the meantime, QMPs should be viewed as invitations to ask questions about how we go about doing better metascience.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Metascience", + "Open Science", + "Questionable Research Practices", + "Replication Crisis", + "Science Reform" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.36850/mr4", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/questionable-research-practices-among-it.md b/content/curated_resources/questionable-research-practices-among-it.md new file mode 100644 index 00000000000..860789b3367 --- /dev/null +++ b/content/curated_resources/questionable-research-practices-among-it.md @@ -0,0 +1,53 @@ +{ + "timestamp": "01/01/2020", + "title": "Questionable research practices among Italian research psychologists", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0172792", + "creators": [ + "Coosje L. S. Veldkamp", + "Franca Agnoli", + "Jelte M. Wicherts", + "Paolo Albiero", + "Roberto Cubelli" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "A survey in the United States revealed that an alarmingly large percentage of university psychologists admitted having used questionable research practices that can contaminate the research literature with false positive and biased findings. We conducted a replication of this study among Italian research psychologists to investigate whether these findings generalize to other countries. All the original materials were translated into Italian, and members of the Italian Association of Psychology were invited to participate via an online survey. The percentages of Italian psychologists who admitted to having used ten questionable research practices were similar to the results obtained in the United States although there were small but significant differences in self-admission rates for some QRPs. Nearly all researchers (88%) admitted using at least one of the practices, and researchers generally considered a practice possibly defensible if they admitted using it, but Italian researchers were much less likely than US researchers to consider a practice defensible. Participants\u2019 estimates of the percentage of researchers who have used these practices were greater than the self-admission rates, and participants estimated that researchers would be unlikely to admit it. In written responses, participants argued that some of these practices are not questionable and they have used some practices because reviewers and journals demand it. The similarity of results obtained in the United States, this study, and a related study conducted in Germany suggest that adoption of these practices is an international phenomenon and is likely due to systemic features of the international research and publication processes.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Behavior", + "Experimental Psychology", + "Italian People", + "Metrics", + "Psychologists", + "Psychology", + "Psychometrics", + "Questionnaires", + "Reproducibility", + "Research Methods", + "United States" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1371/journal.pone.0172792", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/questionable-research-practices-among-re.md b/content/curated_resources/questionable-research-practices-among-re.md new file mode 100644 index 00000000000..004e4be1ad3 --- /dev/null +++ b/content/curated_resources/questionable-research-practices-among-re.md @@ -0,0 +1,49 @@ +{ + "timestamp": "1/12/2025 10:21:28", + "title": "Questionable research practices among researchers in the most research-productive management programs", + "link_to_resource": "https://doi.org/10.1002/job.2623", + "creators": [ + "Sven Kepes", + "Sheila K. Keener", + "Michael A. McDaniel", + "Nathan S. Hartman" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Questionable research practices (QRPs) among researchers have been a source of concern in many fields of study. QRPs are often used to enhance the probability of achieving statistical significance which affects the likelihood of a paper being published. Using a sample of researchers from 10 top research-productive management programs, we compared hypotheses tested in dissertations to those tested in journal articles derived from those dissertations to draw inferences concerning the extent of engagement in QRPs. Results indicated that QRPs related to changes in sample size and covariates were associated with unsupported dissertation hypotheses becoming supported in journal articles. Researchers also tended to exclude unsupported dissertation hypotheses from journal articles. Likewise, results suggested that many article hypotheses may have been created after the results were known (i.e., HARKed). Articles from prestigious journals contained a higher percentage of potentially HARKed hypotheses than those from less well-regarded journals. Finally, articles published in prestigious journals were associated with more QRP usage than less prestigious journals. QRPs increase in the percentage of supported hypotheses and result in effect sizes that likely overestimate population parameters. As such, results reported in articles published in our most prestigious journals may be less credible than previously believed.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Academic Life and Culture" + ], + "tags": [ + "Chrysalis Effect", + "HARKing", + "Questionable Research Practices", + "Research Integrity" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1002/job.2623", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/questionable-research-practices-followin.md b/content/curated_resources/questionable-research-practices-followin.md new file mode 100644 index 00000000000..49833f5a1d1 --- /dev/null +++ b/content/curated_resources/questionable-research-practices-followin.md @@ -0,0 +1,50 @@ +{ + "timestamp": "12/13/2023 15:18:24", + "title": "Questionable research practices following pre-registration", + "link_to_resource": "https://doi.org/10.24602/sjpr.62.3_281", + "creators": [ + "Ayumi Ikeda", + "Haoqin Xu", + "Naoto Fuji", + "Siqi Zhu", + "Yuki Yamada" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The credibility of psychological findings can be undermined by a history of questionable research practices (QRPs) by researchers. One remedy for this problem is the pre-registration of a study in which a research protocol is registered before beginning an experiment. However, the current style of pre-registration can be negatively affected by other QRPs. The purpose of this study was to demonstrate that researchers can engage in QRPs, even after a study has been preregistered. In this demonstration study, we used eight QRPs to obtain statistically meaningful results that supported an ad hoc hypothesis. Major system updates such as pre-registration, peer review, and evaluation are required to address these harmful practices. We hope that the present demonstration study provides momentum for further discussions on next-generation research practices.", + "language": [ + "English", + "Japanese" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Open Science", + "Preregistration", + "Transparency", + "Questionable Research Practices", + "Embodied Cognition" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.24602/sjpr.62.3_281", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/questionable-research-practices-in-ecolo.md b/content/curated_resources/questionable-research-practices-in-ecolo.md new file mode 100644 index 00000000000..565679c2164 --- /dev/null +++ b/content/curated_resources/questionable-research-practices-in-ecolo.md @@ -0,0 +1,55 @@ +{ + "timestamp": "01/01/2020", + "title": "Questionable research practices in ecology and evolution", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0200303", + "creators": [ + "Ashley Barnett", + "Fiona Fidler", + "Hannah Fraser", + "Shinichi Nakagawa", + "Tim Parker" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "We surveyed 807 researchers (494 ecologists and 313 evolutionary biologists) about their use of Questionable Research Practices (QRPs), including cherry picking statistically significant results, p hacking, and hypothesising after the results are known (HARKing). We also asked them to estimate the proportion of their colleagues that use each of these QRPs. Several of the QRPs were prevalent within the ecology and evolution research community. Across the two groups, we found 64% of surveyed researchers reported they had at least once failed to report results because they were not statistically significant (cherry picking); 42% had collected more data after inspecting whether results were statistically significant (a form of p hacking) and 51% had reported an unexpected finding as though it had been hypothesised from the start (HARKing). Such practices have been directly implicated in the low rates of reproducible results uncovered by recent large scale replication studies in psychology and other disciplines. The rates of QRPs found in this study are comparable with the rates seen in psychology, indicating that the reproducibility problems discovered in psychology are also likely to be present in ecology and evolution.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Life Science", + "Biology", + "Ecology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Behavioral Ecology", + "Community Ecology", + "Data", + "Ecology and Environmental Sciences", + "Evolutionary Biology", + "Evolutionary Ecology", + "HARKing", + "Psychology", + "Publication Ethics", + "Statistical Data", + "Statistics" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1371/journal.pone.0200303", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/questionable-research-practices-revisite.md b/content/curated_resources/questionable-research-practices-revisite.md new file mode 100644 index 00000000000..9077fb80d41 --- /dev/null +++ b/content/curated_resources/questionable-research-practices-revisite.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-22T19:09:22.607Z", + "title": "Questionable Research Practices Revisited", + "link_to_resource": "https://doi.org/10.1177/1948550615612150", + "creators": [ + "Klaus Fiedler and Norbert Schwarz" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The current discussion of questionable research practices (QRPs) is meant to improve the quality of science. It is, however, important to conduct QRP studies with the same scrutiny as all research. We note problems with overestimates of QRP prevalence and the survey methods used in the frequently cited study by John, Loewenstein, and Prelec. In a survey of German psychologists, we decomposed QRP prevalence into its two multiplicative components, proportion of scientists who ever committed a behavior and, if so, how frequently they repeated this behavior across all their research. The resulting prevalence estimates are lower by order of magnitudes. We conclude that inflated prevalence estimates, due to problematic interpretation of survey data, can create a descriptive norm (QRP is normal) that can counteract the injunctive norm to minimize QRPs and unwantedly damage the image of behavioral sciences, which are essential to dealing with many societal problems.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1177/1948550615612150", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/r-for-reproducible-scientific-analysis.md b/content/curated_resources/r-for-reproducible-scientific-analysis.md new file mode 100644 index 00000000000..b27dc501b35 --- /dev/null +++ b/content/curated_resources/r-for-reproducible-scientific-analysis.md @@ -0,0 +1,151 @@ +{ + "timestamp": "01/01/2020", + "title": "R for Reproducible Scientific Analysis", + "link_to_resource": "https://swcarpentry.github.io/r-novice-gapminder/", + "creators": [ + "Adam H. Sparks", + "Ahsan Ali Khoja", + "Amy Lee", + "Ana Costa Conrado", + "Andrew Boughton", + "Andrew Lonsdale", + "Andrew MacDonald", + "Andris Jankevics", + "Andy Teucher", + "Antonio Berlanga-Taylor", + "Ashwin Srinath", + "Ben Bolker", + "Bill Mills", + "bippuspm", + "Bret Beheim", + "butterflyskip", + "Clare Sloggett", + "Daniel", + "Dave Bridges", + "David J. Harris", + "David Mawdsley", + "Dean Attali", + "Diego Rabatone Oliveira", + "Drew Tyre", + "Elise Morrison", + "Erin Alison Becker", + "Fernando Mayer", + "Fran\u00e7ois Michonneau", + "Giulio Valentino Dalla Riva", + "Gordon McDonald", + "Greg Wilson", + "Harriet Dashnow", + "Ido Bar", + "Jaime Ashander", + "James Balamuta", + "James Mickley", + "Jamie McDevitt-Irwin", + "Jeffrey Arnold", + "Jeffrey Oliver", + "John Blischak", + "Jonah Duckles", + "Josh Quan", + "Julia Piaskowski", + "Kara Woo", + "Kate Hertweck", + "Katherine Koziar", + "Katrin Leinweber", + "Kellie Ottoboni", + "Kevin Weitemier", + "Kiana Ashley West", + "Kieran Samuk", + "Kunal Marwaha", + "Kyriakos Chatzidimitriou", + "Lachlan Deer", + "Lex Nederbragt", + "Liz Ing-Simmons", + "Lucy Chang", + "Luke W Johnston", + "Luke Zappia", + "Marc Sze", + "Marie-Helene Burle", + "Marieke Frassl", + "Mark Dunning", + "Martin John Hadley", + "Mary Donovan", + "Matt Clark", + "Melissa Kardish", + "Mike Jackson", + "Murray Cadzow", + "Narayanan Raghupathy", + "Naupaka Zimmerman", + "Nelly S\u00e9lem", + "Nicholas Lesniak", + "Nicholas Potter", + "Nima Hejazi", + "Nora Mitchell", + "Olivia Rata Burge", + "Paula Andrea Martinez", + "Pete Bachant", + "Phil Bouchet", + "Philipp Boersch-Supan", + "Piotr Banaszkiewicz", + "Raniere Silva", + "Rayna Michelle Harris", + "Remi Daigle", + "R\u00e9mi Emonet", + "Research Bazaar", + "Richard Barnes", + "Robert Bagchi", + "Sam Penrose", + "Sandra Brosda", + "Sarah Munro", + "Sasha Lavrentovich", + "Scott Allen Funkhouser", + "Scott Ritchie", + "Sebastien Renaut", + "Thea Van Rossum", + "Timothy Eoin Moore", + "Timothy Rice", + "Tobin Magle", + "Trevor Bekolay", + "Tyler Crawford Kelly", + "Vicken Hillis", + "waiteb5", + "Yuka Takemon" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This lesson in part of Software Carpentry workshop and teach novice programmers to write modular code and best practices for using R for data analysis. an introduction to R for non-programmers using gapminder data The goal of this lesson is to teach novice programmers to write modular code and best practices for using R for data analysis. R is commonly used in many scientific disciplines for statistical analysis and its array of third-party packages. We find that many scientists who come to Software Carpentry workshops use R and want to learn more. The emphasis of these materials is to give attendees a strong foundation in the fundamentals of R, and to teach best practices for scientific computing: breaking down analyses into modular units, task automation, and encapsulation. Note that this workshop will focus on teaching the fundamentals of the programming language R, and will not teach statistical analysis. The lesson contains more material than can be taught in a day. The instructor notes page has some suggested lesson plans suitable for a one or half day workshop. A variety of third party packages are used throughout this workshop. These are not necessarily the best, nor are they comprehensive, but they are packages we find useful, and have been chosen primarily for their usability.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "R", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Research software engineering", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/r-for-social-scientists.md b/content/curated_resources/r-for-social-scientists.md new file mode 100644 index 00000000000..cb2707f1e86 --- /dev/null +++ b/content/curated_resources/r-for-social-scientists.md @@ -0,0 +1,60 @@ +{ + "timestamp": "01/01/2020", + "title": "R for Social Scientists", + "link_to_resource": "https://datacarpentry.org/r-socialsci/", + "creators": [ + "Angela Li", + "Ben Marwick", + "Christina Maimone", + "Danielle Quinn", + "Erin Alison Becker", + "Francois Michonneau", + "Geoffrey LaFlair", + "Hao Ye", + "Jake Kaupp", + "Juan Fung", + "Katrin Leinweber", + "Martin Olmos", + "Murray Cadzow" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Data Carpentry lesson part of the Social Sciences curriculum. This lesson teaches how to analyse and visualise data used by social scientists. Data Carpentry\u2019s aim is to teach researchers basic concepts, skills, and tools for working with data so that they can get more done in less time, and with less pain. The lessons below were designed for those interested in working with social sciences data in R. This is an introduction to R designed for participants with no programming experience. These lessons can be taught in a day (~ 6 hours). They start with some basic information about R syntax, the RStudio interface, and move through how to import CSV files, the structure of data frames, how to deal with factors, how to add/remove rows and columns, how to calculate summary statistics from a data frame, and a brief introduction to plotting.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science", + "Measurement and Data", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "R", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "RStudio" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Computational reproducibility, Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/r-graphics-cookbook-practical-recipes-fo.md b/content/curated_resources/r-graphics-cookbook-practical-recipes-fo.md new file mode 100644 index 00000000000..b798ed09707 --- /dev/null +++ b/content/curated_resources/r-graphics-cookbook-practical-recipes-fo.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2020-05-19T16:54:01.549Z", + "title": "R Graphics Cookbook: Practical Recipes for Visualizing Data ", + "link_to_resource": "https://www.amazon.com/R-Graphics-Cookbook-Winston-Chang/dp/1449316956?ie=UTF8&psc=1&redirect=true&ref_=oh_aui_detailpage_o03_s00", + "creators": [ + "Winston Chang" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "This practical guide provides more than 150 recipes to help you generate high-quality graphs quickly, without having to comb through all the details of R\u2019s graphing systems. Each recipe tackles a specific problem with a solution you can apply to your own project, and includes a discussion of how and why the recipe works.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Book", + "Software", + "R" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git "a/content/curated_resources/r-para-an\303\241lisis-cient\303\255ficos-reproducible.md" "b/content/curated_resources/r-para-an\303\241lisis-cient\303\255ficos-reproducible.md" new file mode 100644 index 00000000000..3e5c56a3750 --- /dev/null +++ "b/content/curated_resources/r-para-an\303\241lisis-cient\303\255ficos-reproducible.md" @@ -0,0 +1,105 @@ +{ + "timestamp": "01/01/2020", + "title": "R para An\u00e1lisis Cient\u00edficos Reproducibles", + "link_to_resource": "https://swcarpentry.github.io/r-novice-gapminder-es/", + "creators": [ + "0xgc", + "Alejandra Gonzalez-Beltran", + "Ana Beatriz Villase\u00f1or Altamirano", + "Antonio", + "AntonioJBT", + "A. s", + "Belinda Weaver", + "Claudia Engel", + "Cynthia Monastirsky", + "Daniel Beiter", + "David Mawdsley", + "David P\u00e9rez-Su\u00e1rez", + "Erin Becker", + "EuniceML", + "Fran\u00e7ois Michonneau", + "Gordon McDonald", + "Guillermina Actis", + "Guillermo Movia", + "Hely Salgado", + "Ido Bar", + "Ivan Ogasawara", + "Ivonne Lujano", + "James J Balamuta", + "Jamie McDevitt-Irwin", + "Jeff Oliver", + "Jonah Duckles", + "Juan M. Barrios", + "juli arancio", + "Katrin Leinweber", + "Kevin Alquicira", + "Kevin Mart\u00ednez-Folgar", + "Laura Angelone", + "Laura-Gomez", + "Leticia Vega", + "Marcela Alfaro C\u00f3rdoba", + "Marceline Abadeer", + "Maria Florencia D'Andrea", + "Marie-Helene Burle", + "Marieke Frassl", + "Matias Andina", + "Murray Cadzow", + "Narayanan Raghupathy", + "Naupaka Zimmerman", + "Paola Prieto", + "Paula Andrea Martinez", + "Raniere Silva", + "raynamharris", + "Rayna M Harris", + "Richard Barnes", + "Richard McCosh", + "Romualdo Zayas-Lagunas", + "Sandra Brosda", + "Sasha Lavrentovich", + "saynomoregrl", + "Shirley Alquicira Hernandez", + "Silvana Pereyra", + "Tobin Magle", + "Veronica Jimenez" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Una introducci\u00f3n a R utilizando los datos de Gapminder. El objetivo de esta lecci\u00f3n es ense\u00f1ar a las programadoras principiantes a escribir c\u00f3digos modulares y adoptar buenas pr\u00e1cticas en el uso de R para el an\u00e1lisis de datos. R nos provee un conjunto de paquetes desarrollados por terceros que se usan com\u00fanmente en diversas disciplinas cient\u00edficas para el an\u00e1lisis estad\u00edstico. Encontramos que muchos cient\u00edficos que asisten a los talleres de Software Carpentry utilizan R y quieren aprender m\u00e1s. Nuestros materiales son relevantes ya que proporcionan a los asistentes una base s\u00f3lida en los fundamentos de R y ense\u00f1an las mejores pr\u00e1cticas del c\u00f3mputo cient\u00edfico: desglose del an\u00e1lisis en m\u00f3dulos, automatizaci\u00f3n tareas y encapsulamiento. Ten en cuenta que este taller se enfoca en los fundamentos del lenguaje de programaci\u00f3n R y no en el an\u00e1lisis estad\u00edstico. A lo largo de este taller se utilizan una variedad de paquetes desarrolados por terceros, los cuales no son necesariamente los mejores ni se encuentran explicadas todas sus funcionalidades, pero son paquetes que consideramos \u00fatiles y han sido elegidos principalmente por su facilidad de uso.", + "language": [ + "Spanish" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Gapminder", + "Open Scholarship Tools and Technologies", + "R", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/race-to-the-bottom-competition-and-quali.md b/content/curated_resources/race-to-the-bottom-competition-and-quali.md new file mode 100644 index 00000000000..46edb1ca77e --- /dev/null +++ b/content/curated_resources/race-to-the-bottom-competition-and-quali.md @@ -0,0 +1,41 @@ +{ + "timestamp": "10/31/2020 13:19:10", + "title": "Race to the Bottom: Competition and Quality in Science", + "link_to_resource": "http://dx.doi.org/10.1093/qje/qjaf010", + "creators": [ + "Ryan Hill and Caroline Stein" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This paper investigates how competition to publish first and thereby establish priority impacts the quality of scientific research. We begin by developing a model where scientists decide whether and how long to work on a given project. When deciding how long to let their projects mature, scientists trade off the marginal benefit of higher quality research against the marginal risk of being preempted. The most important (highest potential) projects are the most competitive because they induce the most entry. Therefore, the model predicts these projects are also the most rushed and lowest quality. We test the predictions of this model in the field of structural biology using data from the Protein Data Bank (PDB), a repository for structures of large macromolecules. An important feature of the PDB is that it assigns objective measures of scientific quality to each structure. As suggested by the model, we find that structures with higher ex-ante potential generate more competition, are completed faster, and are lower quality. Consistent with the model, and with a causal interpretation of our empirical results, these relationships are mitigated when we focus on structures deposited by scientists who \u2013 by nature of their employment position \u2013 are less focused on publication and priority.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Publish or perish culture", + "Quality of publication" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.1093/qje/qjaf010", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/raiders-of-the-lost-hark-a-reproducible.md b/content/curated_resources/raiders-of-the-lost-hark-a-reproducible.md new file mode 100644 index 00000000000..cdf10c54858 --- /dev/null +++ b/content/curated_resources/raiders-of-the-lost-hark-a-reproducible.md @@ -0,0 +1,47 @@ +{ + "timestamp": "01/01/2020", + "title": "Raiders of the lost HARK: a reproducible inference framework for big data science", + "link_to_resource": "https://www.nature.com/articles/s41599-019-0340-8", + "creators": [ + "Iain E. Buchan", + "James S. Koopman", + "Jiang Bian", + "Matthew Sperrin", + "Mattia Prosperi", + "Mo Wang" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Hypothesizing after the results are known (HARK) has been disparaged as data dredging, and safeguards including hypothesis preregistration and statistically rigorous oversight have been recommended. Despite potential drawbacks, HARK has deepened thinking about complex causal processes. Some of the HARK precautions can conflict with the modern reality of researchers' obligations to use big, \u00e2\u20ac\u02dcorganic' data sources\u00e2\u20ac\u201dfrom high-throughput genomics to social media streams. We here propose a HARK-solid, reproducible inference framework suitable for big data, based on models that represent formalization of hypotheses. Reproducibility is attained by employing two levels of model validation: internal (relative to data collated around hypotheses) and external (independent to the hypotheses used to generate data or to the data used to generate hypotheses). With a model-centered paradigm, the reproducibility focus changes from the ability of others to reproduce both data and specific inferences from a study to the ability to evaluate models as representation of reality. Validation underpins \u00e2\u20ac\u02dcnatural selection' in a knowledge base maintained by the scientific community. The community itself is thereby supported to be more productive in generating and critically evaluating theories that integrate wider, complex systems.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "HARKing", + "Reproducibility" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Exploratory and confirmatory analyses", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/raise-standards-for-preclinical-cancer-r.md b/content/curated_resources/raise-standards-for-preclinical-cancer-r.md new file mode 100644 index 00000000000..7a64b359e8f --- /dev/null +++ b/content/curated_resources/raise-standards-for-preclinical-cancer-r.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-04T19:21:22.409Z", + "title": "Raise standards for preclinical cancer research", + "link_to_resource": "https://doi.org/10.1038/483531a", + "creators": [ + "C. Glenn Begley and Lee M. Ellis" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "C. Glenn Begley and Lee M. Ellis propose how methods, publications and incentives must change if patients are to benefit.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1038/483531a", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/raising-awareness-of-uncertain-choices-i.md b/content/curated_resources/raising-awareness-of-uncertain-choices-i.md new file mode 100644 index 00000000000..d7be6818e87 --- /dev/null +++ b/content/curated_resources/raising-awareness-of-uncertain-choices-i.md @@ -0,0 +1,49 @@ +{ + "timestamp": "1/12/2025 10:01:33", + "title": "Raising awareness of uncertain choices in empirical data analysis: A teaching concept toward replicable research practices", + "link_to_resource": "https://doi.org/10.1371/journal.pcbi.1011936", + "creators": [ + "Maximilian M. Mandl", + "Sabine Hoffmann", + "Sebastian Bieringer", + "Anna E. Jacob", + "Marie Kraft", + "Simon Lemster", + "Anne-Laure Boulesteix" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Throughout their education and when reading the scientific literature, students may get the impression that there is a unique and correct analysis strategy for every data analysis task and that this analysis strategy will always yield a significant and noteworthy result. This expectation conflicts with a growing realization that there is a multiplicity of possible analysis strategies in empirical research, which will lead to overoptimism and nonreplicable research findings if it is combined with result-dependent selective reporting. Here, we argue that students are often ill-equipped for real-world data analysis tasks and unprepared for the dangers of selectively reporting the most promising results. We present a seminar course intended for advanced undergraduates and beginning graduate students of data analysis fields such as statistics, data science, or bioinformatics that aims to increase the awareness of uncertain choices in the analysis of empirical data and present ways to deal with these choices through theoretical modules and practical hands-on sessions.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Academic Life and Culture" + ], + "tags": [ + "Education", + "Data Analysis", + "Replicability" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Exploratory and confirmatory analyses, The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1371/journal.pcbi.1011936", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/randomization-does-not-help-much-compara.md b/content/curated_resources/randomization-does-not-help-much-compara.md new file mode 100644 index 00000000000..448f2329336 --- /dev/null +++ b/content/curated_resources/randomization-does-not-help-much-compara.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-23T03:19:27.205Z", + "title": "Randomization Does Not Help Much, Comparability Does", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0132102", + "creators": [ + "Uwe Saint-Mont" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "According to R.A. Fisher, randomization \u201crelieves the experimenter from the anxiety of considering innumerable causes by which the data may be disturbed.\u201d Since, in particular, it is said to control for known and unknown nuisance factors that may considerably challenge the validity of a result, it has become very popular. This contribution challenges the received view. First, looking for quantitative support, we study a number of straightforward, mathematically simple models. They all demonstrate that the optimism surrounding randomization is questionable: In small to medium-sized samples, random allocation of units to treatments typically yields a considerable imbalance between the groups, i.e., confounding due to randomization is the rule rather than the exception. In the second part of this contribution, the reasoning is extended to a number of traditional arguments in favour of randomization. This discussion is rather non-technical, and sometimes touches on the rather fundamental Frequentist/Bayesian debate. However, the result of this analysis turns out to be quite similar: While the contribution of randomization remains doubtful, comparability contributes much to a compelling conclusion. Summing up, classical experimentation based on sound background theory and the systematic construction of exchangeable groups seems to be advisable", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "10.1371/journal.pone.0132102", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rate-and-success-of-study-replication-in.md b/content/curated_resources/rate-and-success-of-study-replication-in.md new file mode 100644 index 00000000000..4b5de5d8709 --- /dev/null +++ b/content/curated_resources/rate-and-success-of-study-replication-in.md @@ -0,0 +1,39 @@ +{ + "timestamp": "01/01/2020", + "title": "Rate and success of study replication in ecology and evolution", + "link_to_resource": "https://peerj.com/articles/7654/", + "creators": [ + "Clint D. Kelly" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The recent replication crisis has caused several scientific disciplines to self-reflect on the frequency with which they replicate previously published studies and to assess their success in such endeavours. The rate of replication, however, has yet to be assessed for ecology and evolution. Here, I survey the open-access ecology and evolution literature to determine how often ecologists and evolutionary biologists replicate, or at least claim to replicate, previously published studies. I found that approximately 0.023% of ecology and evolution studies are described by their authors as replications. Two of the 11 original-replication study pairs provided sufficient statistical detail for three effects so as to permit a formal analysis of replication success. Replicating authors correctly concluded that they replicated an original effect in two cases; in the third case, my analysis suggests that the finding by the replicating authors was consistent with the original finding, contrary the conclusion of \u201creplication failure\u201d by the authors.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology", + "Ecology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rationalizing-pre-analysis-plans-statist.md b/content/curated_resources/rationalizing-pre-analysis-plans-statist.md new file mode 100644 index 00000000000..025413f748f --- /dev/null +++ b/content/curated_resources/rationalizing-pre-analysis-plans-statist.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/30/2023 13:02:18", + "title": "Rationalizing pre-analysis plans: Statistical decisions subject to implementability", + "link_to_resource": "https://ora.ox.ac.uk/objects/uuid:beb02e3c-a1d5-4ccb-9374-562b50aa8986", + "creators": [ + "Maximilian Kasy", + "Jann Spiess" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Pre-analysis plans (PAPs) are a potential remedy to the publication of spurious findings in empirical research, but they have been criticized for their costs and for preventing valid discoveries. In this article, we analyze the costs and benefits of pre-analysis plans by casting pre-commitment in empirical research as a mechanism-design problem. In our model, a decision-maker commits to a decision rule. Then an analyst chooses a PAP, observes data, and reports selected statistics to the decision-maker, who applies the decision rule. With conflicts of interest and private information, not all decision rules are implementable. We provide characterizations of implementable decision rules, where PAPs are optimal when there are many analyst degrees of freedom and high communication costs. These PAPs improve welfare by enlarging the space of implementable decision functions. This stands in contrast to single-agent statistical decision theory, where commitment devices are unnecessary if preferences are consistent across time.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Implementability", + "Pre-Analysis Plans", + "Statistical Decisions", + "Economics" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/re-run-repeat-reproduce-reuse-replicate.md b/content/curated_resources/re-run-repeat-reproduce-reuse-replicate.md new file mode 100644 index 00000000000..df7fc336923 --- /dev/null +++ b/content/curated_resources/re-run-repeat-reproduce-reuse-replicate.md @@ -0,0 +1,47 @@ +{ + "timestamp": "01/01/2020", + "title": "Re-run, Repeat, Reproduce, Reuse, Replicate: Transforming Code into Scientific Contributions", + "link_to_resource": "https://www.frontiersin.org/articles/10.3389/fninf.2017.00069/full", + "creators": [ + "Fabien C. Y. Benureau", + "Nicolas P. Rougier" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Scientific code is different from production software. Scientific code, by producing results that are then analyzed and interpreted, participates in the elaboration of scientific conclusions. This imposes specific constraints on the code that are often overlooked in practice. We articulate, with a small example, five characteristics that a scientific code in computational science should possess: re-runnable, repeatable, reproducible, reusable and replicable. The code should be executable (re-runnable) and produce the same result more than once (repeatable); it should allow an investigator to reobtain the published results (reproducible) while being easy to use, understand and modify (reusable), and it should act as an available reference for any ambiguity in the algorithmic descriptions of the article (replicable).", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Best Practices", + "Computational Science", + "Replicability", + "Reproducibility of Results", + "Reproducible Research", + "Reproducible Science", + "Software Development" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Research software engineering", + "doi": "10.3389/fninf.2017.00069/full", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/recommendations-for-empowering-early-car.md b/content/curated_resources/recommendations-for-empowering-early-car.md new file mode 100644 index 00000000000..a9ca0ce3b54 --- /dev/null +++ b/content/curated_resources/recommendations-for-empowering-early-car.md @@ -0,0 +1,101 @@ +{ + "timestamp": "2/13/2025 9:38:30", + "title": "Recommendations for empowering early career researchers to improve research culture and practice", + "link_to_resource": "https://doi.org/10.1371/journal.pbio.3001680", + "creators": [ + "Brianne A. Kent", + "Constance Holman", + "Emmanuella Amoako", + "Alberto Antonietti", + "James M. Azam", + "Hanne Ballhausen", + "Yaw Bediako", + "Anat M. Belasen", + "Clarissa F. D. Carneiro", + "Yen-Chung Chen", + "Ewoud B. Compeer", + "Chelsea A. C. Connor", + "Sophia Cr\u00fcwell", + "Humberto Debat", + "Emma Dorris", + "Hedyeh Ebrahimi", + "Jeffrey C. Erlich", + "Florencia Fern\u00e1ndez-Chiappe", + "Felix Fischer", + "Ma\u0142gorzata Anna Gazda", + "Toivo Glatz", + "Peter Grabitz", + "Verena Heise", + "David G. Kent", + "Hung Lo", + "Gary McDowell", + "Devang Mehta", + "Wolf-Julian Neumann", + "Kleber Neves", + "Mark Patterson", + "Naomi C. Penfold", + "Sophie K. Piper", + "Iratxe Puebla", + "Peter K. Quashie", + "Carolina Paz Quezada", + "Julia L. Riley", + "Jessica L. Rohmann", + "Shyam Saladi", + "Benjamin Schwessinger", + "Bob Siegerink", + "Paulina Stehlik", + "Alexandra Tzilivaki", + "Kate D. L. Umbers", + "Aalok Varma", + "Kaivalya Walavalkar", + "Charlotte M. de Winde", + "Cecilia Zaza", + "Tracey L. Weissgerber" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Early career researchers (ECRs) are important stakeholders leading efforts to catalyze systemic change in research culture and practice. Here, we summarize the outputs from a virtual unconventional conference (unconference), which brought together 54 invited experts from 20 countries with extensive experience in ECR initiatives designed to improve the culture and practice of science. Together, we drafted 2 sets of recommendations for (1) ECRs directly involved in initiatives or activities to change research culture and practice; and (2) stakeholders who wish to support ECRs in these efforts. Importantly, these points apply to ECRs working to promote change on a systemic level, not only those improving aspects of their own work. In both sets of recommendations, we underline the importance of incentivizing and providing time and resources for systems-level science improvement activities, including ECRs in organizational decision-making processes, and working to dismantle structural barriers to participation for marginalized groups. We further highlight obstacles that ECRs face when working to promote reform, as well as proposed solutions and examples of current best practices. The abstract and recommendations for stakeholders are available in Dutch, German, Greek (abstract only), Italian, Japanese, Polish, Portuguese, Spanish, and Serbian.", + "language": [ + "English", + "Spanish", + "German", + "Dutch", + "Greek (abstract only)", + "Italian", + "Japanese", + "Polish", + "Portugese", + "Serbian" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Early Career Researchers", + "Research Culture", + "Science Improvement", + "Recommendations" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia, Research assessment, proposals, and reforms", + "doi": "10.1371/journal.pbio.3001680", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/recommendations-for-increasing-replicabi.md b/content/curated_resources/recommendations-for-increasing-replicabi.md new file mode 100644 index 00000000000..0c5b7d6fcb1 --- /dev/null +++ b/content/curated_resources/recommendations-for-increasing-replicabi.md @@ -0,0 +1,56 @@ +{ + "timestamp": "2020-06-10T19:24:51.647Z", + "title": "Recommendations for Increasing Replicability in Psychology", + "link_to_resource": "https://doi.org/10.1037/14805-038", + "creators": [ + "Jens B. Asendorpf", + "Mark Conner", + "Filip De Fruyt", + "Jan De Houwer", + "Jaap J. A. Denissen", + "Klaus Fiedler", + "Susann Fiedler", + "David C. Funder", + "Reinhold Kliegl", + "Brian A. Nosek", + "Marco Perugini", + "Brent W. Roberts", + "Manfred Schmitt", + "Marcel A. G. van Aken", + "Hannelore Weber", + "Jelte M. Wicherts" + ], + "material_type": [ + "Primary Source", + "Reading", + "Chapter" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Replicability of findings is at the heart of any empirical science. The aim of this article is to move the current replicability debate in psychology towards concrete recommendations for improvement. We focus on research practices but also offer guidelines for reviewers, editors, journal management, teachers, granting institutions, and university promotion committees, highlighting some of the emerging and existing practical solutions that can facilitate implementation of these recommendations. The challenges for improving replicability in psychological science are systemic. Improvement can occur only if changes are made at many levels of practice, evaluation, and reward. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1037/14805-038", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reconceptualizing-replication-as-a-seque.md b/content/curated_resources/reconceptualizing-replication-as-a-seque.md new file mode 100644 index 00000000000..d6875ebdc1d --- /dev/null +++ b/content/curated_resources/reconceptualizing-replication-as-a-seque.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-01T18:54:50.364Z", + "title": "Reconceptualizing replication as a sequence of different studies: A replication typology", + "link_to_resource": "https://doi.org/10.1016/j.jesp.2015.09.009", + "creators": [ + "Joachim H\u00fcffmeier", + "Jens Mazei and Thomas Schultze" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In contrast to the truncated view that replications have only a little to offer beyond what is already known, we suggest a broader understanding of replications: We argue that replications are better conceptualized as a process of conducting consecutive studies that increasingly consider alternative explanations, critical contingencies, and real-world relevance. To reflect this understanding, we collected and summarized the existing literature on replications and combined it into a comprehensive overall typology that simplifies and restructures existing approaches. The resulting typology depicts how multiple, hierarchically structured replication studies guide the integration of laboratory and field research and advance theory. It can be applied to (a) evaluate a theory's current status, (b) guide researchers' decisions, (c) analyze and argue for the necessity of certain types of replication studies, and (d) assess the added value of a replication study at a given state of knowledge. We conclude with practical recommendations for different protagonists in the field (e.g., authors, reviewers, editors, and funding agencies). Together, our comprehensive typology and the related recommendations will contribute to an enhanced replication culture in social psychology and to a stronger real-world impact of the discipline.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Direct vs. conceptual replications", + "doi": "10.1016/j.jesp.2015.09.009", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/redefine-statistical-signifcance.md b/content/curated_resources/redefine-statistical-signifcance.md new file mode 100644 index 00000000000..50bf2089d12 --- /dev/null +++ b/content/curated_resources/redefine-statistical-signifcance.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-03T19:40:23.810Z", + "title": "Redefine statistical signifcance", + "link_to_resource": "https://doi.org/10.1038/s41562-017-0189-z", + "creators": [ + "Daniel J. Benjamin" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "We propose to change the default P-value threshold for statistical signifcance from 0.05 to 0.005 for claims of new discoveries.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1038/s41562-017-0189-z", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reducing-bias-increasing-transparency-an.md b/content/curated_resources/reducing-bias-increasing-transparency-an.md new file mode 100644 index 00000000000..cbef0f8c7a6 --- /dev/null +++ b/content/curated_resources/reducing-bias-increasing-transparency-an.md @@ -0,0 +1,58 @@ +{ + "timestamp": "10/6/2023 12:51:16", + "title": "Reducing bias, increasing transparency and calibrating confidence with preregistration", + "link_to_resource": "https://doi.org/10.1038/s41562-022-01497-2", + "creators": [ + "Tom E. Hardwicke & Eric-Jan Wagenmakers" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Flexibility in the design, analysis and interpretation of scientific studies creates a multiplicity of possible research outcomes. Scientists are granted considerable latitude to selectively use and report the hypotheses, variables and analyses that create the most positive, coherent and attractive story while suppressing those that are negative or inconvenient. This creates a risk of bias that can lead to scientists fooling themselves and fooling others. Preregistration involves declaring a research plan (for example, hypotheses, design and statistical analyses) in a public registry before the research outcomes are known. Preregistration (1) reduces the risk of bias by encouraging outcome-independent decision-making and (2) increases transparency, enabling others to assess the risk of bias and calibrate their confidence in research outcomes. In this Perspective, we briefly review the historical evolution of preregistration in medicine, psychology and other domains, clarify its pragmatic functions, discuss relevant meta-research, and provide recommendations for scientists and journal editors.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration" + ], + "tags": [ + "Science", + "Technology", + "Society", + "Preregistration", + "Scientific Community" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1038/s41562-022-01497-2", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reflection-over-compliance-critiquing-ma.md b/content/curated_resources/reflection-over-compliance-critiquing-ma.md new file mode 100644 index 00000000000..fa9638bdfb6 --- /dev/null +++ b/content/curated_resources/reflection-over-compliance-critiquing-ma.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2/27/2025 3:45:36", + "title": "Reflection over compliance: Critiquing mandatory data sharing policies for qualitative research", + "link_to_resource": "https://doi.org/10.1177/13591053231225903", + "creators": [ + "Annayah MB Prosser", + "Ralph Bagnall", + "and Nina Higson-Sweeney" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Many journals are moving towards a \u2018Mandatory Inclusion of Raw Data\u2019 (MIRD) model of data sharing, where it is expected that raw data be publicly accessible at article submission. While open data sharing is beneficial for some research topics and methodologies within health psychology, in other cases it may be ethically and epistemologically questionable. Here, we outline several questions that qualitative researchers might consider surrounding the ethics of open data sharing. Overall, we argue that universal open raw data mandates cannot adequately represent the diversity of qualitative research, and that MIRD may harm rigorous and ethical research practice within health psychology and beyond. Researchers should instead find ways to demonstrate rigour thorough engagement with questions surrounding data sharing. We propose that all researchers utilise the increasingly common \u2018data availability statement\u2019 to demonstrate reflexive engagement with issues of ethics, epistemology and participant protection when considering whether to open data.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Ethics", + "Mandatory Inclusion Of Raw Data", + "Open Data", + "Open Research", + "Open Science", + "Qualitative Methods" + ], + "forrt_clusters_new": "Qualitative Research, Replication Crisis and Credibility Revolution, FAIR data and materials", + "forrt_sub_clusters": "Reasons not to share: Privacy and security considerations, Ethical considerations for improved practices, FAIR data and materials: Ethical and legal challenges", + "doi": "10.1177/13591053231225903", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reflections-on-preregistration-core-crit.md b/content/curated_resources/reflections-on-preregistration-core-crit.md new file mode 100644 index 00000000000..93c731a81af --- /dev/null +++ b/content/curated_resources/reflections-on-preregistration-core-crit.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2/6/2025 4:55:30", + "title": "Reflections on Preregistration: Core Criteria, Badges, Complementary Workflows", + "link_to_resource": "https://doi.org/10.36850/mr6", + "creators": [ + "Robert T. Thibault", + "Charlotte R. Pennington", + "and Marcus R. Munaf\u00f2" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Clinical trials are routinely preregistered. In psychology and the social sciences, however, only a small percentage of studies are preregistered, and those preregistrations often contain ambiguities. As advocates strive for broader uptake and effective use of preregistration, they can benefit from drawing on the experience of preregistration in clinical trials and adapting some of those successes to the psychology and social sciences context. We recommend that individuals and organizations who promote preregistration: (1) Establish core preregistration criteria required to consider a preregistration complete; (2) Award preregistered badges only to articles that meet the badge criteria; and (3) Leverage complementary workflows that provide a similar function as preregistration.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Badges", + "Blind Data Analysis", + "Open Science", + "Prospective Registration", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Understanding the types of preregistration and writing one.", + "doi": "10.36850/mr6", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reflections-on-the-unintended-consequenc.md b/content/curated_resources/reflections-on-the-unintended-consequenc.md new file mode 100644 index 00000000000..9341c43d0bc --- /dev/null +++ b/content/curated_resources/reflections-on-the-unintended-consequenc.md @@ -0,0 +1,46 @@ +{ + "timestamp": "12/19/2024 9:32:11", + "title": "Reflections on the Unintended\nConsequences of the Science\nReform Movement", + "link_to_resource": "https://doi.org/10.36850/ed4", + "creators": [ + "Sarahanne Field", + "Noah van Dongen", + "Leo Tiokhin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "n.a.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Preregistration" + ], + "tags": [ + "Metascience", + "science reform", + "methodology", + "philosophy of science" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Philosophy of science, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.36850/ed4", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reflections-on-the-unintended-consequenc_2.md b/content/curated_resources/reflections-on-the-unintended-consequenc_2.md new file mode 100644 index 00000000000..bcaea5729cb --- /dev/null +++ b/content/curated_resources/reflections-on-the-unintended-consequenc_2.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/6/2025 4:42:33", + "title": "Reflections on the Unintended Consequences of the Science Reform Movement", + "link_to_resource": "https://doi.org/10.36850/ed4", + "creators": [ + "Sarahanne Field", + "Noah van Dongen", + "Leo Tiokhin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The scientific community has entered a challenging era, as originally noted by Wagenmakers . High-profile instances of fraud, failures to replicate foundational studies in psychology, and admissions of research misconduct cast a shadow over the field of psychology initially, and the broader enterprise of science over the decade that has passed. In response to these concerns, a movement aimed at reforming scientific practices has emerged . This movement has introduced various initiatives to enhance research methods, reduce misconduct, and increase transparency . Direct replications and articles reporting null results and errors have become more accessible for publication. Concepts like preregistration and registered reports have gained significant popularity. Additionally, various aspects of science are now more \"open,\" encompassing preprints, open-access publications, open peer review, and openly accessible data and code.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Metascience", + "Science Reform", + "Methodology", + "Philosophy of Science" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "10.36850/ed4", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-replication-report-hart-albar.md b/content/curated_resources/registered-replication-report-hart-albar.md new file mode 100644 index 00000000000..7fc6edd5d43 --- /dev/null +++ b/content/curated_resources/registered-replication-report-hart-albar.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-09T16:31:01.069Z", + "title": "Registered replication report: Hart & Albarrac\u00edn (2011).", + "link_to_resource": "https://doi.org/10.1177/1745691615605826", + "creators": [ + "Eerland", + "A." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Language can be viewed as a complex set of cues that shape people\u2019s mental representations of situations. For example, people think of behavior described using imperfective aspect (i.e., what a person was doing) as a dynamic, unfolding sequence of actions, whereas the same behavior described using perfective aspect (i.e., what a person did) is perceived as a completed whole. A recent study found that aspect can also influence how we think about a person\u2019s intentions (Hart & Albarrac\u00edn, 2011). Participants judged actions described in imperfective as being more intentional (d between 0.67 and 0.77) and they imagined these actions in more detail (d = 0.73). The fact that this finding has implications for legal decision making, coupled with the absence of other direct replication attempts, motivated this registered replication report (RRR). Multiple laboratories carried out 12 direct replication studies, including one MTurk study. A meta-analysis of these studies provides a precise estimate of the size of this effect free from publication bias. This RRR did not find that grammatical aspect affects intentionality (d between 0 and \u22120.24) or imagery (d = \u22120.08). We discuss possible explanations for the discrepancy between these results and those of the original study.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration", + "Replication Research" + ], + "tags": [ + "Transparency", + "Open Science", + "Registered Reports" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Registered Replication Reports", + "doi": "10.1177/1745691615605826", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-replication-report-rand-green.md b/content/curated_resources/registered-replication-report-rand-green.md new file mode 100644 index 00000000000..d1e0470e82c --- /dev/null +++ b/content/curated_resources/registered-replication-report-rand-green.md @@ -0,0 +1,54 @@ +{ + "timestamp": "2020-06-08T18:27:18.244Z", + "title": "Registered Replication Report: Rand, Greene, and Nowak (2012). ", + "link_to_resource": "https://doi.org/10.1177/1745691617693624", + "creators": [ + "Bouwmeester", + "S.", + "Verkoeijen", + "P. P.", + "Aczel", + "B.", + "Barbosa", + "F.", + "B\u00e8gue", + "L.", + "Bra\u00f1as-Garza", + "P.", + "... & Evans", + "A. M." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In an anonymous 4-person economic game, participants contributed more money to a common project (i.e., cooperated) when required to decide quickly than when forced to delay their decision (Rand, Greene & Nowak, 2012), a pattern consistent with the social heuristics hypothesis proposed by Rand and colleagues. The results of studies using time pressure have been mixed, with some replication attempts observing similar patterns (e.g., Rand et al., 2014) and others observing null effects (e.g., Tingh\u00f6g et al., 2013; Verkoeijen & Bouwmeester, 2014). This Registered Replication Report (RRR) assessed the size and variability of the effect of time pressure on cooperative decisions by combining 21 separate, preregistered replications of the critical conditions from Study 7 of the original article (Rand et al., 2012). The primary planned analysis used data from all participants who were randomly assigned to conditions and who met the protocol inclusion criteria (an intent-to-treat approach that included the 65.9% of participants in the time-pressure condition and 7.5% in the forced-delay condition who did not adhere to the time constraints), and we observed a difference in contributions of -0.37 percentage points compared with an 8.6 percentage point difference calculated from the original data. Analyzing the data as the original article did, including data only for participants who complied with the time constraints, the RRR observed a 10.37 percentage point difference in contributions compared with a 15.31 percentage point difference in the original study. In combination, the results of the intent-to-treat analysis and the compliant-only analysis are consistent with the presence of selection biases and the absence of a causal effect of time pressure on cooperation.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Registered Replication Reports", + "doi": "10.1177/1745691617693624", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-replication-report-schooler-a.md b/content/curated_resources/registered-replication-report-schooler-a.md new file mode 100644 index 00000000000..540308f5a74 --- /dev/null +++ b/content/curated_resources/registered-replication-report-schooler-a.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-09T16:29:39.613Z", + "title": "Registered replication report: Schooler and engstler-schooler (1990). ", + "link_to_resource": "https://doi.org/10.1177/1745691614545653", + "creators": [ + "Alogna", + "V. K et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Trying to remember something now typically improves your ability to remember it later. However, after watching a video of a simulated bank robbery, participants who verbally described the robber were 25% worse at identifying the robber in a lineup than were participants who instead listed U.S. states and capitals\u2014this has been termed the \u201cverbal overshadowing\u201d effect (Schooler & Engstler-Schooler, 1990). More recent studies suggested that this effect might be substantially smaller than first reported. Given uncertainty about the effect size, the influence of this finding in the memory literature, and its practical importance for police procedures, we conducted two collections of preregistered direct replications (RRR1 and RRR2) that differed only in the order of the description task and a filler task. In RRR1, when the description task immediately followed the robbery, participants who provided a description were 4% less likely to select the robber than were those in the control condition. In RRR2, when the description was delayed by 20 min, they were 16% less likely to select the robber. These findings reveal a robust verbal overshadowing effect that is strongly influenced by the relative timing of the tasks. The discussion considers further implications of these replications for our understanding of verbal overshadowing.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration", + "Replication Research" + ], + "tags": [ + "Transparency", + "Open Science", + "Registered Reports" + ], + "forrt_clusters_new": "Pre-analysis Planning, Replication and meta-research", + "forrt_sub_clusters": "Registered Replication Reports, Registered reports", + "doi": "10.1177/1745691614545653", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-replication-report-strack-mar.md b/content/curated_resources/registered-replication-report-strack-mar.md new file mode 100644 index 00000000000..7e705313941 --- /dev/null +++ b/content/curated_resources/registered-replication-report-strack-mar.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-10T19:27:50.116Z", + "title": "Registered Replication Report: Strack, Martin, & Stepper (1988)", + "link_to_resource": "https://doi.org/10.1177/1745691616674458", + "creators": [ + "Wagenmakers et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "According to the facial feedback hypothesis, people\u2019s affective responses can be influenced by their own facial expression (e.g., smiling, pouting), even when their expression did not result from their emotional experiences. For example, Strack, Martin, and Stepper (1988) instructed participants to rate the funniness of cartoons using a pen that they held in their mouth. In line with the facial feedback hypothesis, when participants held the pen with their teeth (inducing a \u201csmile\u201d), they rated the cartoons as funnier than when they held the pen with their lips (inducing a \u201cpout\u201d). This seminal study of the facial feedback hypothesis has not been replicated directly. This Registered Replication Report describes the results of 17 independent direct replications of Study 1 from Strack et al. (1988), all of which followed the same vetted protocol. A meta-analysis of these studies examined the difference in funniness ratings between the \u201csmile\u201d and \u201cpout\u201d conditions. The original Strack et al. (1988) study reported a rating difference of 0.82 units on a 10-point Likert scale. Our meta-analysis revealed a rating difference of 0.03 units with a 95% confidence interval ranging from \u22120.11 to 0.16", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Registered Replication Reports", + "doi": "10.1177/1745691616674458", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-replication-report-study-1-fr.md b/content/curated_resources/registered-replication-report-study-1-fr.md new file mode 100644 index 00000000000..c555aaa8105 --- /dev/null +++ b/content/curated_resources/registered-replication-report-study-1-fr.md @@ -0,0 +1,55 @@ +{ + "timestamp": "2020-06-11T07:03:26.467Z", + "title": "Registered Replication Report: Study 1 From Finkel, Rusbult, Kumashiro, & Hannon (2002).", + "link_to_resource": "http://journals.sagepub.com/doi/pdf/10.1177/1745691616664694", + "creators": [ + "Cheung", + "I.", + "Campbell", + "L.", + "LeBel", + "E. P.", + "Ackerman", + "R. A.", + "Aykuto\u011flu", + "B.", + "Bahn\u00edk", + "\u0160.", + "... & Carcedo", + "R. J." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Finkel, Rusbult, Kumashiro, and Hannon (2002, Study 1) demonstrated a causal link between subjective commitment to a relationship and how people responded to hypothetical betrayals of that relationship. Participants primed to think about their commitment to their partner (high commitment) reacted to the betrayals with reduced exit and neglect responses relative to those primed to think about their independence from their partner (low commitment). The priming manipulation did not affect constructive voice and loyalty responses. Although other studies have demonstrated a correlation between subjective commitment and responses to betrayal, this study provides the only experimental evidence that inducing changes to subjective commitment can causally affect forgiveness responses. This Registered Replication Report (RRR) meta-analytically combines the results of 16 new direct replications of the original study, all of which followed a standardized, vetted, and preregistered protocol. The results showed little effect of the priming manipulation on the forgiveness outcome measures, but it also did not observe an effect of priming on subjective commitment, so the manipulation did not work as it had in the original study. We discuss possible explanations for the discrepancy between the findings from this RRR and the original study.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Registered Replication Reports", + "doi": "10.1177/1745691616664694", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-replication-reports-in-the-cl.md b/content/curated_resources/registered-replication-reports-in-the-cl.md new file mode 100644 index 00000000000..92e33f58135 --- /dev/null +++ b/content/curated_resources/registered-replication-reports-in-the-cl.md @@ -0,0 +1,54 @@ +{ + "timestamp": "2/28/2025 8:50:42", + "title": "Registered Replication Reports in the Classroom", + "link_to_resource": "https://doi.org/10.31234/osf.io/28fxd", + "creators": [ + "Steven Verheyen" + ], + "material_type": [ + "Activity/Lab", + "Case Study", + "Full Course", + "Homework/Assignment", + "Interactive", + "Lesson Plan", + "Syllabus", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Background: Registered Reports are an emerging publication format, which emphasizes methodological rigor over results. Integrating this format into education allows one to teach research skills when data collection is infeasible.\n\nObjective: To evaluate the implementation of Registered Reports for replication research in an undergraduate psychology methods course.\n\nMethod: A five-week course was conducted where students developed Stage 1 Registered Reports proposing to replicate published findings. The evaluation was conducted by the students through consensus meetings held during a paper-in-a-day workshop, which also served as a collaborative writing activity for this paper.\n\nResults: Registered Reports scaffolded students\u2019 research skills, enhanced motivation, and instilled open science values. Students gained practical insights into reproducible research practices, but worried about the necessary support to continue applying them and expressed concerns about public pre-registration, citing fears of criticism. \n\nConclusion: Registered Reports are valuable for teaching research methods, particularly in courses where data collection is impractical. However, institutional support and curriculum-wide integration are essential to sustain the benefits they provide. \n", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Open Science", + "Open Educational Resources", + "Pre-registration", + "Replication", + "Paper-in-a-day" + ], + "forrt_clusters_new": "Replication and meta-research, Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports, Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.31234/osf.io/28fxd", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-report-adoption-in-academic-j.md b/content/curated_resources/registered-report-adoption-in-academic-j.md new file mode 100644 index 00000000000..89e4ecb1de1 --- /dev/null +++ b/content/curated_resources/registered-report-adoption-in-academic-j.md @@ -0,0 +1,47 @@ +{ + "timestamp": "12/12/2024 10:31:45", + "title": "Registered report adoption in academic journals: assessing rates in different research domains", + "link_to_resource": "https://doi.org/10.1007/s11192-023-04896-y", + "creators": [ + "Ting-Yu Lin", + "Hao-Chien Cheng", + "Li-Fu Cheng", + "Tsung-Min Hung" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Although the number of journals that have adopted the registered report format has increased rapidly in recent years, they still account for only a tiny portion of academic journals. This article provides a summary and overview of the number and proportion of journals that accept the registered report format in the various scientific domains. The Center for Open Science was searched for journals that have adopted the registered report as a regular submission option. The numbers of such journals in each scientific domain were then counted based on their group and category classification in the Journal Citation Reports (JCR). In July 2023, 278 journals had adopted the registered report format, with 186 of these journals included in the JCR. The percentage of journals that had adopted the registered report format ranged from 0 to 7% across the different major research fields (groups in JCR) and from 0 to 34% across the research subfields (categories in JCR). The group \u201cPsychiatry/Psychology\u201d and category \u201cPsychology, Experimental\u201d had the highest percentage of journals that had adopted registered reports. Four large-scale replication projects have been published, focusing on psychology, social science, medicine, and economics, respectively. Although all four studies showed unsatisfactory replication success rates, \u2009\u2264\u20091% of the journals in the corresponding scientific domains had adopted registered reports, with the exception of psychology (7%). To improve research reliability and transparency, it is critical to increase the use of the registered report publishing format.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Registered Report", + "Replication", + "Researcher Degrees of Freedom", + "Research Method", + "Publication Bias" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "10.1007/s11192-023-04896-y", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-report-protocol-survey-on-att.md b/content/curated_resources/registered-report-protocol-survey-on-att.md new file mode 100644 index 00000000000..4c49f30e2f6 --- /dev/null +++ b/content/curated_resources/registered-report-protocol-survey-on-att.md @@ -0,0 +1,49 @@ +{ + "timestamp": "12/18/2023 16:43:22", + "title": "Registered Report Protocol: Survey on attitudes and experiences regarding preregistration in psychological research", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0253950", + "creators": [ + "Lisa Spitzer", + "Stefanie Mueller" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Background\nPreregistration, the open science practice of specifying and registering details of a planned study prior to knowing the data, increases the transparency and reproducibility of research. Large-scale replication attempts for psychological results yielded shockingly low success rates and contributed to an increasing demand for open science practices among psychologists. However, preregistering one\u2019s studies is still not the norm in the field. Here, we propose a study to explore possible reasons for this discrepancy.\n\nMethods\nIn a mixed-methods approach, an online survey will be conducted, assessing attitudes, motivations, and perceived obstacles with respect to preregistration. Participants will be psychological researchers that will be recruited by scanning research articles on Web of Science, PubMed, PSYNDEX, and PsycInfo, and preregistrations on OSF Registries (targeted sample size: N = 296). Based on the theory of planned behavior, we predict that positive attitudes (moderated by the perceived importance of preregistration) as well as a favorable subjective norm and higher perceived behavioral control positively influence researchers\u2019 intention to preregister (hypothesis 1). Furthermore, we expect an influence of research experience on attitudes and perceived motivations and obstacles regarding preregistration (hypothesis 2). We will analyze these hypotheses with multiple regression models, and will include preregistration experience as control variable.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Psychological Attitudes", + "Psychology", + "Behavior", + "Surveys", + "Open Science", + "Motivation", + "Pilot Studies", + "Psychometrics" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports, Preregistration", + "doi": "10.1371/journal.pone.0253950", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-report-stage-1-manuscript-tem.md b/content/curated_resources/registered-report-stage-1-manuscript-tem.md new file mode 100644 index 00000000000..e3058730241 --- /dev/null +++ b/content/curated_resources/registered-report-stage-1-manuscript-tem.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/13/2025 9:27:44", + "title": "Registered Report Stage 1 manuscript template", + "link_to_resource": "https://doi.org/10.17605/OSF.IO/YQXTP", + "creators": [ + "Gilad Feldman" + ], + "material_type": [ + "Template Registered Report" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This Registered Report collaborative template aims to address the growing prevalence of Registered Reports. Registered Reports (http://cos.io/rr) are a new publication process now adopted by hundreds of journals across the sciences, in which journal peer review is conducted in two stages. The Stage 1 review is conducted on a pre-registration plan prior to any data collection to arrive at an agreement and an official registration of the plan, with the journal issuing an in-principle acceptance. Stage 2 review ensures that plan has been followed or that deviations have been noted and justified. Registered Report Stage 1 submissions differ from common pre-registration templates in that they look like a regular manuscript, with the following differences: 1) manuscript reflects a future plan, 2) results are written on simulated randomized data or as a data analysis plan, 3) discussion section details planned issues to discuss in Stage 2. This template is meant to structure the manuscript style pre-registration with a very detailed and comprehensive plan that would increase the potential of communicating to reviewers all needed aspects for them to be able to provide constructive helpful feedback. The template has been pre-tested extensively in over 40 submissions of the CORE team (2023) and is continuously updated and improved. Template on the OSF: https://osf.io/yqxtp/ ; Help us improve: https://mgto.org/RRmanuscripttemplate\n", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Registered Reports", + "Pre-Registration Template", + "Manuscript Template" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports, Understanding the types of preregistration and writing one.", + "doi": "10.17605/OSF.IO/YQXTP", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-reports-a-method-to-increase.md b/content/curated_resources/registered-reports-a-method-to-increase.md new file mode 100644 index 00000000000..c8898782cb4 --- /dev/null +++ b/content/curated_resources/registered-reports-a-method-to-increase.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-04T19:18:52.809Z", + "title": "Registered reports: A method to increase the credibility of published results", + "link_to_resource": "https://doi.org/10.1027/1864-9335/a000192", + "creators": [ + "Brian Nosek and Daniel Lakens" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Registered reports a Method to Increase the Credibility of Published Results", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "10.1027/1864-9335/a000192", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-reports-a-new-publishing-init.md b/content/curated_resources/registered-reports-a-new-publishing-init.md new file mode 100644 index 00000000000..1775d244422 --- /dev/null +++ b/content/curated_resources/registered-reports-a-new-publishing-init.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-27T17:14:57.354Z", + "title": "Registered Reports: A New Publishing Initiative at Cortex", + "link_to_resource": "https://doi.org/10.1016/j.cortex.2012.12.016", + "creators": [ + "Christopher Chambers" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "An article about registered Reports: A new publishing initiative at Cortex", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "10.1016/j.cortex.2012.12.016", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-reports-an-early-example-and.md b/content/curated_resources/registered-reports-an-early-example-and.md new file mode 100644 index 00000000000..fe4da9f61a5 --- /dev/null +++ b/content/curated_resources/registered-reports-an-early-example-and.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Registered reports: an early example and analysis", + "link_to_resource": "https://peerj.com/articles/6232/", + "creators": [ + "Caroline Watt", + "Diana Kornbrot", + "Richard Wiseman" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The recent \u2018replication crisis\u2019 in psychology has focused attention on ways of increasing methodological rigor within the behavioral sciences. Part of this work has involved promoting \u2018Registered Reports\u2019, wherein journals peer review papers prior to data collection and publication. Although this approach is usually seen as a relatively recent development, we note that a prototype of this publishing model was initiated in the mid-1970s by parapsychologist Martin Johnson in the European Journal of Parapsychology (EJP). A retrospective and observational comparison of Registered and non-Registered Reports published in the EJP during a seventeen-year period provides circumstantial evidence to suggest that the approach helped to reduce questionable research practices. This paper aims both to bring Johnson\u2019s pioneering work to a wider audience, and to investigate the positive role that Registered Reports may play in helping to promote higher methodological and statistical standards.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science", + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Preregistation", + "Publishing", + "Registered Reports" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-reports-and-replications-an-o.md b/content/curated_resources/registered-reports-and-replications-an-o.md new file mode 100644 index 00000000000..58d1d90ba09 --- /dev/null +++ b/content/curated_resources/registered-reports-and-replications-an-o.md @@ -0,0 +1,44 @@ +{ + "timestamp": "1/9/2025 9:14:34", + "title": "Registered reports and replications: An ongoing Journal of School Psychology initiative", + "link_to_resource": "https://doi.org/10.1016/j.jsp.2024.101294", + "creators": [ + "Jeffrey P Braden" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Recent psychological research suggests that many published studies cannot be replicated (e.g., Open Science Collaboration, 2015). The inability to replicate results suggests that there are influences and biases in the publication process that encourage publication of unusual\u2014rather than representative\u2014results, and that also discourage independent replication of published studies. A brief discussion of the ways in which publication bias and professional incentives may distort the research literature in school psychology is contrasted against the importance of replications and preregistration of research (i.e., registered reports) as self-correcting mechanisms for research in school psychology. The limitations of current practices, coupled with the importance of registered reports and replications as self-correcting mechanisms, provide the context for this ongoing initiative in the Journal of School Psychology. Processes for manuscript submission, review, and publication are presented to encourage researchers to preregister studies and submit replications for publication.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration", + "Replication Research" + ], + "tags": [ + "Replications", + "Registered Reports", + "Report Preregistration", + "School Psychology" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "10.1016/j.jsp.2024.101294", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-reports-factsheet-for-editors.md b/content/curated_resources/registered-reports-factsheet-for-editors.md new file mode 100644 index 00000000000..c660219de92 --- /dev/null +++ b/content/curated_resources/registered-reports-factsheet-for-editors.md @@ -0,0 +1,37 @@ +{ + "timestamp": "01/01/2020", + "title": "Registered Reports Factsheet for Editors", + "link_to_resource": "https://osf.io/jbeus/", + "creators": [ + "Center For Open Science" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Registered Reports Factsheet for Editors", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Research" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-reports-faq.md b/content/curated_resources/registered-reports-faq.md new file mode 100644 index 00000000000..034c1b2915b --- /dev/null +++ b/content/curated_resources/registered-reports-faq.md @@ -0,0 +1,37 @@ +{ + "timestamp": "01/01/2020", + "title": "Registered Reports FAQ", + "link_to_resource": "https://osf.io/gha9f/", + "creators": [ + "Center For Open Science" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Registered Reports FAQ", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Research" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/registered-reports-q-a.md b/content/curated_resources/registered-reports-q-a.md new file mode 100644 index 00000000000..d0247a0ea7f --- /dev/null +++ b/content/curated_resources/registered-reports-q-a.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "Registered Reports Q&A", + "link_to_resource": "https://www.youtube.com/watch?v=NjPJRxADP1U", + "creators": [ + "Chris Chambers", + "david mellor" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This webinar addresses questions related to writing, reviewing, editing, or funding a study using the Registered Report format, featuring Chris Chambers and ...", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Open Science", + "Peer Review", + "Publishing", + "Registered Reports", + "Research", + "Research Best Practices" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reimagining-peer-review-the-emergence-of.md b/content/curated_resources/reimagining-peer-review-the-emergence-of.md new file mode 100644 index 00000000000..87c329d54e7 --- /dev/null +++ b/content/curated_resources/reimagining-peer-review-the-emergence-of.md @@ -0,0 +1,58 @@ +{ + "timestamp": "8/21/2023 16:17:59", + "title": "Reimagining peer review: the emergence of peer community in registered reports system", + "link_to_resource": "https://doi.org/10.1007/s40620-023-01709-6", + "creators": [ + "Carmine Zoccali & Francesca Mallamaci" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The traditional peer review process in medicine faces a crisis marked by publication delays, potential bias, and a lack of transparency. These issues hinder scientific progress and undermine the credibility of published medical findings, which inform healthcare practices and clinical decision-making. In response, innovative models like the Peer Community In (PCI) Research Reports (RR) have emerged, providing a rapid, transparent, and collaborative evaluation process for scientific research. Peer Community In Research Reports aims to address the issues within the traditional peer review system by focusing on preprints and fostering trust and credibility in published research. The success of the PCI RR model depends on the active engagement and support of researchers, publishers, and other stakeholders. Ideally, researchers should submit their work to PCI RR, while publishers should be open to embracing innovative peer review models. Policymakers and funding agencies should promote the adoption of open science principles and practices at a systemic level. In conclusion, addressing the crisis in the peer review process requires the collective efforts of the entire scientific community. By embracing and supporting innovative alternatives like the PCI RR model, stakeholders can help establish a more efficient and credible peer review system, ultimately benefiting scientific progress and patient care.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian", + "researcher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Medical Publishing", + "Peer Community In Research Reports", + "Peer Review", + "Referees", + "Publication" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "10.1007/s40620-023-01709-6", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/releasing-a-preprint-is-associated-with.md b/content/curated_resources/releasing-a-preprint-is-associated-with.md new file mode 100644 index 00000000000..d70a2bc7ad9 --- /dev/null +++ b/content/curated_resources/releasing-a-preprint-is-associated-with.md @@ -0,0 +1,40 @@ +{ + "timestamp": "01/01/2020", + "title": "Releasing a preprint is associated with more attention and citations for the peer-reviewed article", + "link_to_resource": "https://elifesciences.org/articles/52646", + "creators": [ + "Darwin Y Fu", + "Jacob J Hughey" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Preprints in biology are becoming more popular, but only a small fraction of the articles published in peer-reviewed journals have previously been released as preprints. To examine whether releasing a preprint on bioRxiv was associated with the attention and citations received by the corresponding peer-reviewed article, we assembled a dataset of 74,239 articles, 5,405 of which had a preprint, published in 39 journals. Using log-linear regression and random-effects meta-analysis, we found that articles with a preprint had, on average, a 49% higher Altmetric Attention Score and 36% more citations than articles without a preprint. These associations were independent of several other article- and author-level variables (such as scientific subfield and number of authors), and were unrelated to journal-level variables such as access model and Impact Factor. This observational study can help researchers and publishers make informed decisions about how to incorporate preprints into their work.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Preprints", + "Publishing" + ], + "forrt_clusters_new": "Publication Sharing", + "forrt_sub_clusters": "Preprints and postprints", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/renovating-the-theatre-of-persuasion-man.md b/content/curated_resources/renovating-the-theatre-of-persuasion-man.md new file mode 100644 index 00000000000..4fe318f654a --- /dev/null +++ b/content/curated_resources/renovating-the-theatre-of-persuasion-man.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2/27/2025 3:27:44", + "title": "Renovating the Theatre of Persuasion. ManyLabs as Collaborative Prototypes for the Production of Credible Knowledge", + "link_to_resource": "https://doi.org/10.31222/osf.io/vhmk2", + "creators": [ + "Bart Penders" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In response to various perceived crises in science, changes to the organization, conduct and publication of science have been proposed and implemented under the label of \u2018reform\u2019. This paper dives into the new collaborative form of the ManyX study and how it changes researchers' agency, engagement with and articulation of their objects of study. More concretely, ManyX consortia display strict and pervasive formalization of science, which includes bureaucratization, standardization and governance and they pursue equally strict procedural hygiene. These formalizations and hygienic labors redraw the boundaries between high and low-status scientific labor, and what constitutes reliable knowledge. Drawing from literature on virtual witnessing and thought collectives, I argue that ManyX approaches can be understood as prototypes of institutionalized scientific reform, and that they contribute to alternative processes through which researchers persuade one another, while shaping the distribution of agency between those at the relative cores and peripheries of scientific reform.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Big Science", + "Big Team Science", + "Colaboration", + "Credibility", + "ManyLabs", + "Persuasion", + "Scientific Reform" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.31222/osf.io/vhmk2", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/repetitive-research-a-conceptual-space-a.md b/content/curated_resources/repetitive-research-a-conceptual-space-a.md new file mode 100644 index 00000000000..892f8da0ed6 --- /dev/null +++ b/content/curated_resources/repetitive-research-a-conceptual-space-a.md @@ -0,0 +1,50 @@ +{ + "timestamp": "2/20/2025 4:57:05", + "title": "Repetitive research: a conceptual space and terminology of replication, reproduction, revision, reanalysis, reinvestigation and reuse in digital humanities", + "link_to_resource": "https://doi.org/10.1007/s42803-023-00073-y", + "creators": [ + "Christof Sch\u00f6ch" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This article is motivated by the \u2018reproducibility crisis\u2019 that is being discussed intensely in fields such as Psychology or Biology but is also becoming increasingly relevant to Artificial Intelligence, Natural Language Processing and Digital Humanities, not least in the context of Open Science. Using the phrase \u2018repetitive research\u2019 as an umbrella term for a range of practices from replication to follow-up research, and with the objective to provide clarity and help establish best practices in this area, this article focuses on two issues: First, the conceptual space of repetitive research is described across five key dimensions, namely those of the research question or hypothesis, the dataset, the method of analysis, the team, and the results or conclusions. Second, building on this new description of the conceptual space and on earlier terminological work, a specific set of terms for recurring scenarios of repetitive research is proposed. For each scenario, its position in the conceptual space is defined, its typical purpose and added value in the research process are discussed, the requirements for enabling it are described, and illustrative examples from the domain of Computational Literary Studies are provided. The key contribution of this article, therefore, is a proposal for a transparent terminology underpinned by a systematic model of the conceptual space of repetitive research.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Replication", + "Reproduction", + "Revision", + "Reanalyssis", + "Reuse", + "Terminology", + "Computational Literary Studies", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1007/s42803-023-00073-y", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replacing-p-values-with-bayes-factors-a.md b/content/curated_resources/replacing-p-values-with-bayes-factors-a.md new file mode 100644 index 00000000000..8c7b4663772 --- /dev/null +++ b/content/curated_resources/replacing-p-values-with-bayes-factors-a.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-14T10:22:54.428Z", + "title": "Replacing p-values with Bayes-Factors: A Miracle Cure for the Replicability Crisis in Psychological Science", + "link_to_resource": "https://replicationindex.wordpress.com/2015/04/30/replacing-p-values-with-bayes-factors-a-miracle-cure-for-the-replicability-crisis-in-psychological-science/", + "creators": [ + "Ulrich Schimmack" + ], + "material_type": [ + "Reading", + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A blog post about choosing Bayes Factor over p-value", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replicability-and-reproducibility-in-com.md b/content/curated_resources/replicability-and-reproducibility-in-com.md new file mode 100644 index 00000000000..d384f059ef2 --- /dev/null +++ b/content/curated_resources/replicability-and-reproducibility-in-com.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Replicability and Reproducibility in Comparative Psychology", + "link_to_resource": "https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00862/full", + "creators": [ + "Jeffrey R. Stevens" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Replicability and Reproducibility in Comparative Psychology Psychology faces a replication crisis. The Reproducibility Project: Psychology sought to replicate the effects of 100 psychology studies. Though 97% of the original studies produced statistically significant results, only 36% of the replication studies did so (Open Science Collaboration, 2015). This inability to replicate previously published results, however, is not limited to psychology (Ioannidis, 2005). Replication projects in medicine (Prinz et al., 2011) and behavioral economics (Camerer et al., 2016) resulted in replication rates of 25 and 61%, respectively, and analyses in genetics (Munaf\u00f2, 2009) and neuroscience (Button et al., 2013) question the validity of studies in those fields. Science, in general, is reckoning with challenges in one of its basic tenets: replication. Comparative psychology also faces the grand challenge of producing replicable research. Though social psychology has born the brunt of most of the critique regarding failed replications, comparative psychology suffers from some of the same problems faced by social psychology (e.g., small sample sizes). Yet, comparative psychology follows the methods of cognitive psychology by often using within-subjects designs, which may buffer it from replicability problems (Open Science Collaboration, 2015). In this Grand Challenge article, I explore the shared and unique challenges of and potential solutions for replication and reproducibility in comparative psychology.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Economics", + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Animal Research", + "Comparative Psychology", + "Pre-registration", + "Replication", + "Reproducibility", + "Reproducible Research" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications, History of the replication crisis & credibility revolution", + "doi": "10.3389/fpsyg.2017.00862/full", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replicability-and-reproducibility.md b/content/curated_resources/replicability-and-reproducibility.md new file mode 100644 index 00000000000..a4dfbc796bf --- /dev/null +++ b/content/curated_resources/replicability-and-reproducibility.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-14T11:00:11.164Z", + "title": "Replicability and reproducibility", + "link_to_resource": "https://www.youtube.com/watch?v=tTuZ-IEc0Eg&feature=youtu.be&t=1h50m15s", + "creators": [ + "BPSOfficial/Nick Brown" + ], + "material_type": [ + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A video about replicability and reproducibility debate", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Video", + "Replication Research" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replicability-syllabus-2018.md b/content/curated_resources/replicability-syllabus-2018.md new file mode 100644 index 00000000000..3a6fcc45f1f --- /dev/null +++ b/content/curated_resources/replicability-syllabus-2018.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 12:39:00", + "title": "Replicability syllabus (2018)", + "link_to_resource": "https://osf.io/xs89g/", + "creators": [ + "Simine Vazire" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A syllabus about replicability seminar", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replicability-syllabus-2020.md b/content/curated_resources/replicability-syllabus-2020.md new file mode 100644 index 00000000000..7d5a51d2222 --- /dev/null +++ b/content/curated_resources/replicability-syllabus-2020.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 16:28:47", + "title": "Replicability Syllabus (2020)", + "link_to_resource": "https://osf.io/yj36v/", + "creators": [ + "Simine Vazire" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This course will examine current controversies and new developments in research methods in psychology. The goal of the course is to learn to think critically about how psychological science is conducted and how conclusions are drawn. We will cover both methodological and statistical issues that affect the validity of research in psychology, with an emphasis on social and personality psychology. We will discuss the research process from designing a study to how a study gets published. We will also discuss the recent controversy in psychology about the replicability of scientific results. This course is most suited for students who plan to pursue graduate school in psychology and are preparing for a career conducting research in psychological science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replicating-and-extending-soroka-fournie.md b/content/curated_resources/replicating-and-extending-soroka-fournie.md new file mode 100644 index 00000000000..6c6753feab8 --- /dev/null +++ b/content/curated_resources/replicating-and-extending-soroka-fournie.md @@ -0,0 +1,47 @@ +{ + "timestamp": "7/16/2025 4:34:26", + "title": "Replicating and Extending Soroka, Fournier, and Nir: Negative News Increases Arousal and Negative Affect", + "link_to_resource": "https://www.cogitatiopress.com/mediaandcommunication/article/view/7807", + "creators": [ + "Roeland Dub\u00e8l", + "Gijs Schumacher", + "Maaike D. Homan", + "Delaney Peterson", + "Bert N. Bakker" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This student-led replication study tested the negativity bias hypothesis\u2014the idea that people react more strongly to negative than positive news\u2014using a preregistered, well-powered design in the Netherlands. It replicated key findings from Soroka et al. (2019), showing that negative news increases physiological arousal. The study extended the original by also demonstrating muscle activation linked to negative affect, showing that positive news can elicit more self-reported arousal, and validating the theory in a new national context. It highlights both the scientific and educational impact of high-quality replication work.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher / Scientist" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Preregistration" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Study Design", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replicating-and-extending-soroka-fournie_2.md b/content/curated_resources/replicating-and-extending-soroka-fournie_2.md new file mode 100644 index 00000000000..a6abc4cc92f --- /dev/null +++ b/content/curated_resources/replicating-and-extending-soroka-fournie_2.md @@ -0,0 +1,46 @@ +{ + "timestamp": "7/16/2025 4:37:13", + "title": "Replicating and Extending Soroka, Fournier, and Nir: Negative News Increases Arousal and Negative Affect", + "link_to_resource": "https://www.cogitatiopress.com/mediaandcommunication/article/view/7807", + "creators": [ + "Gijs Schumacher", + "Maaike D. Homan", + "Delaney Peterson", + "Bert N. Bakke" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This student-led replication study tested the negativity bias hypothesis, the idea that people react more strongly to negative than positive news, using a preregistered, well-powered design in the Netherlands. It replicated key findings from Soroka et al. (2019), showing that negative news increases physiological arousal (via skin conductance). The study extended the original by also demonstrating muscle activation linked to negative affect, showing that positive news can elicit more self-reported arousal, and validating the theory in a new national context. It highlights both the scientific and educational impact of high-quality replication work.\n\n", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher / Scientist" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration", + "Replication Research" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study, Direct vs. conceptual replications", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replicating-studies-in-which-samples-of.md b/content/curated_resources/replicating-studies-in-which-samples-of.md new file mode 100644 index 00000000000..5822134ce72 --- /dev/null +++ b/content/curated_resources/replicating-studies-in-which-samples-of.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-07T19:04:41.241Z", + "title": "Replicating Studies in Which Samples of Participants Respond to Samples of Stimuli", + "link_to_resource": "https://doi.org/10.1177/1745691614564879", + "creators": [ + "Jacob Westfall", + "Charles M. Judd", + "David A. Kenny" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In a direct replication, the typical goal is to reproduce a prior experimental result with a new but comparable sample of participants in a high-powered replication study. Often in psychology, the research to be replicated involves a sample of participants responding to a sample of stimuli. In replicating such studies, we argue that the same criteria should be used in sampling stimuli as are used in sampling participants. Namely, a new but comparable sample of stimuli should be used to ensure that the original results are not due to idiosyncrasies of the original stimulus sample, and the stimulus sample must often be enlarged to ensure high statistical power. In support of the latter point, we discuss the fact that in experiments involving samples of stimuli, statistical power typically does not approach 1 as the number of participants goes to infinity. As an example of the importance of sampling new stimuli, we discuss the bygone literature on the risky shift phenomenon, which was almost entirely based on a single stimulus sample that was later discovered to be highly unrepresentative. We discuss the use of both resampled and expanded stimulus sets, that is, stimulus samples that include the original stimuli plus new stimuli.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Direct vs. conceptual replications, Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1177/1745691614564879", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replication-and-bias-in-special-educatio.md b/content/curated_resources/replication-and-bias-in-special-educatio.md new file mode 100644 index 00000000000..e60c5048377 --- /dev/null +++ b/content/curated_resources/replication-and-bias-in-special-educatio.md @@ -0,0 +1,40 @@ +{ + "timestamp": "01/01/2020", + "title": "Replication and Bias in (Special) Education Research Base", + "link_to_resource": "https://www.oercommons.org/courseware/lesson/79857/overview", + "creators": [ + "OSKB Admin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This is a clearinghouse for resources related to open science in Special Education. If you find a good resource that has not been included, please email it to marcy@cos.io.
", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Open Practices", + "Replication", + "Research", + "Special Education" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replication-and-open-science-for-undergr.md b/content/curated_resources/replication-and-open-science-for-undergr.md new file mode 100644 index 00000000000..096221b62b7 --- /dev/null +++ b/content/curated_resources/replication-and-open-science-for-undergr.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-06T14:52:48.000Z", + "title": "Replication and Open Science for Undergraduates", + "link_to_resource": "https://funderstorms.wordpress.com/2018/05/10/replication-and-open-science-for-undergraduates/", + "creators": [ + "David Funder" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Blog post going over the replication crisis and how it has led to the open science movement.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Blog", + "Open Science", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replication-and-robustness-in-developmen.md b/content/curated_resources/replication-and-robustness-in-developmen.md new file mode 100644 index 00000000000..754bbda5ea1 --- /dev/null +++ b/content/curated_resources/replication-and-robustness-in-developmen.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-24T12:06:33.029Z", + "title": "Replication and Robustness in Developmental Research", + "link_to_resource": "https://doi.org/10.1037/a0037996", + "creators": [ + "Greg J Duncan", + "Mimi Engel", + "Amy Claessens", + "Chantelle J Dowsett" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Replications and robustness checks are key elements of the scientific method and a staple in many disciplines. However, leading journals in developmental psychology rarely include explicit replications of prior research conducted by different investigators, and few require authors to establish in their articles or online appendices that their key results are robust across estimation methods, data sets, and demographic subgroups. This article makes the case for prioritizing both explicit replications and, especially, within-study robustness checks in developmental psychology. It provides evidence on variation in effect sizes in developmental studies and documents strikingly different replication and robustness-checking practices in a sample of journals in developmental psychology and a sister behavioral science-applied economics. Our goal is not to show that any one behavioral science has a monopoly on best practices, but rather to show how journals from a related discipline address vital concerns of replication and generalizability shared by all social and behavioral sciences. We provide recommendations for promoting graduate training in replication and robustness-checking methods and for editorial policies that encourage these practices. Although some of our recommendations may shift the form and substance of developmental research articles, we argue that they would generate considerable scientific benefits for the field.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1037/a0037996", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replication-and-the-manufacture-of-scien.md b/content/curated_resources/replication-and-the-manufacture-of-scien.md new file mode 100644 index 00000000000..ef20a77d645 --- /dev/null +++ b/content/curated_resources/replication-and-the-manufacture-of-scien.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-29T18:22:24.009Z", + "title": "Replication and the Manufacture of Scientific Inferences: A Formal Approach", + "link_to_resource": "https://doi.org/10.1093/isp/ekv011", + "creators": [ + "Fernando Martel Garc\u00eda" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The field of replication studies remains a controversial, misunderstood, and unappreciated pi\u00f1ata of 18 replication typologies spanning 79 replication types. To help bring order to the chaos, I contribute a theory of manufactured inferences. The theory is built on three pillars: (1) replication causal diagrams (or r-dags for short), (2) a formal conceptualization of study procedures, and (3) the use of Bayesian inference to update our beliefs about the natural phenomenon under investigation and the operating characteristics of the study procedures used to study it. I use this theory to motivate a formal typology of replication types, explaining how they are done and for what purpose. Finally, I discuss some implications of this theory, including the importance of an analytical approach to robustness and generalizability replications, the need to avoid conceptual replications, the possibility of legitimate (unplanned) specification searches, the limitations of meta-analysis, and the false dichotomy between so-called successful and failed replications.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Purposes of replication attempts - what is a \u2018failed\u2019 replication?", + "doi": "10.1093/isp/ekv011", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replication-communication-and-the-popula.md b/content/curated_resources/replication-communication-and-the-popula.md new file mode 100644 index 00000000000..ec9a2900d87 --- /dev/null +++ b/content/curated_resources/replication-communication-and-the-popula.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-05T19:25:50.192Z", + "title": "Replication, Communication, and the Population Dynamics of Scientific Discovery", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0136088", + "creators": [ + "Richard McElreath", + "Paul E. Smaldino" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Many published research results are false (Ioannidis, 2005), and controversy continues over the roles of replication and publication policy in improving the reliability of research. Addressing these problems is frustrated by the lack of a formal framework that jointly represents hypothesis formation, replication, publication bias, and variation in research quality. We develop a mathematical model of scientific discovery that combines all of these elements. This model provides both a dynamic model of research as well as a formal framework for reasoning about the normative structure of science. We show that replication may serve as a ratchet that gradually separates true hypotheses from false, but the same factors that make initial findings unreliable also make replications unreliable. The most important factors in improving the reliability of research are the rate of false positives and the base rate of true hypotheses, and we offer suggestions for addressing each. Our results also bring clarity to verbal debates about the communication of research. Surprisingly, publication bias is not always an obstacle, but instead may have positive impacts\u2014suppression of negative novel findings is often beneficial. We also find that communication of negative replications may aid true discovery even when attempts to replicate have diminished power. The model speaks constructively to ongoing debates about the design and conduct of science, focusing analysis and discussion on precise, internally consistent models, as well as highlighting the importance of population dynamics", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1371/journal.pone.0136088", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replication-is-relevant-in-qualitative-r.md b/content/curated_resources/replication-is-relevant-in-qualitative-r.md new file mode 100644 index 00000000000..4711235bb03 --- /dev/null +++ b/content/curated_resources/replication-is-relevant-in-qualitative-r.md @@ -0,0 +1,56 @@ +{ + "timestamp": "10/23/2023 12:58:29", + "title": "Replication is Relevant in Qualitative Research", + "link_to_resource": "https://doi.org/10.1080/13803611.2021.2022310", + "creators": [ + "Matthew C. Makel", + "Melanie S. Meyer", + "Mary A. Simonsen", + "Anne M. Roberts", + "Jonathan A. Plucker" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Replication has received increasing attention over the last decade. This comes on the heels of prominent instances of data fabrication (National Academies of Sciences, Engineering, and Medicine, 2017) and estimates that few studies attempt to replicate previous findings (Makel & Plucker, 2014). Replication has been called the Supreme Court of science (Collins, 1985), as well as a basic building block of scholarship. One persistent question in informal conversations that we have not seen addressed in formal writing, is replication\u2019s relevance to qualitative research. Qualitative research is\" a situated activity that locates the observer in the world\" and\" consists of a set of interpretive, material practices that make the world visible\"(Denzin & Lincoln, 2011, p. 3). Some have argued that replication \u201cmissed the point\u201d of qualitative research (Pratt et al., 2020, p. 3). However, in a survey of nearly 1,500 recently published education researchers, less than 10% of qualitative researchers reported that replication should never be used (Makel et al., 2021). Given the prevalence of qualitative research in education, it is important to examine replication\u2019s relevance. In this commentary, we argue that replication is relevant to the qualitative lens in at least three ways. First, replication supports the established values in qualitative research of transparency and intentionality. Second, replication can be used to assess the well-established tradition of transferability. Third, replication can evaluate connections between reflexivity, as evidenced by positionality statements, and qualitative research findings.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Parent", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Replication Research" + ], + "tags": [ + "Replication", + "Qualitative Research" + ], + "forrt_clusters_new": "Qualitative Research, Replication Crisis and Credibility Revolution, Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Replication research, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1080/13803611.2021.2022310", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/replications-in-psychology-research-how.md b/content/curated_resources/replications-in-psychology-research-how.md new file mode 100644 index 00000000000..dbed2fc7431 --- /dev/null +++ b/content/curated_resources/replications-in-psychology-research-how.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-31T18:31:35.747Z", + "title": "Replications in Psychology Research: How Often Do They Really Occur?", + "link_to_resource": "https://doi.org/10.1177/1745691612460688", + "creators": [ + "Matthew C. Makel", + "Jonathan A. Plucker", + "and Boyd Hegarty" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Recent controversies in psychology have spurred conversations about the nature and quality of psychological research. One topic receiving substantial attention is the role of replication in psychological science. Using the complete publication history of the 100 psychology journals with the highest 5-year impact factors, the current article provides an overview of replications in psychological research since 1900. This investigation revealed that roughly 1.6% of all psychology publications used the term replication in text. A more thorough analysis of 500 randomly selected articles revealed that only 68% of articles using the term replication were actual replications, resulting in an overall replication rate of 1.07%. Contrary to previous findings in other fields, this study found that the majority of replications in psychology journals reported similar findings to their original studies (i.e., they were successful replications). However, replications were significantly less likely to be successful when there was no overlap in authorship between the original and replicating articles. Moreover, despite numerous systemic biases, the rate at which replications are being published has increased in recent decades.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications", + "doi": "10.1177/1745691612460688", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/repligate-reliability-and-reproducibilit.md b/content/curated_resources/repligate-reliability-and-reproducibilit.md new file mode 100644 index 00000000000..3803327a985 --- /dev/null +++ b/content/curated_resources/repligate-reliability-and-reproducibilit.md @@ -0,0 +1,97 @@ +{ + "timestamp": "10/14/2021 13:29:37", + "title": "Repligate: Reliability and Reproducibility in Psychology Syllabus", + "link_to_resource": "https://osf.io/ms7ix/", + "creators": [ + "Richard Ball", + "Sara Bowman", + "Garret Christensen", + "Michael C. Frank", + "David Funder", + "Konrad Hinsen", + "Nicole Janz", + "Norm Medeiros", + "Edward Miguel", + "Brian A. Nosek", + "Russell Poldrack", + "Simine Vazire", + "Felix Sch\u00f6nbrodt", + "Eric-Jan Wagenmakers", + "Lorne Campbell", + "Eric Luis Uhlmann", + "Martin Schweinsberg", + "Neil Bearden", + "John M. Zelenski", + "Daniel J. Simons", + "Gustav Nilsonne", + "Michael J. Kane", + "Joseph Hilgard", + "Jennifer Howell", + "Mich\u00e8le B. Nuijten", + "", + "Rodica I. Damian", + "Sean Mackinnon", + "Henrik Danielsson", + "Brent Roberts", + "Heather L. Urry", + "Katherine S. Corker", + "Edouard Machery", + "Caio Maximino", + "David Thomas Mellor", + "Jon Grahe", + "Timothy H. Parker", + "Don A. Moore", + "Flavio Azevedo", + "Charlotte Hartwright", + "Benjamin Le", + "Julia Strand", + "Maia Salholz-Hillel", + "Amy Orben", + "Moin Syed", + "Ana P. Herrmann", + "Argiro Vatakis", + "Rima-Maria Rahal", + "Simon Schwab", + "Lisa DeBruine", + "Daniel Umpierre", + "Krista Byers-Heinlein", + "Melanie Soderstrom", + "and Nate Breznau" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This\tseminar\twill\taddress\tissues\trelevant\tto\tthe\tcurrent\tcontroversy\tover the\treliability\tof\tpsychological\tresearch,\ta\tcontroversy\twhich\tseems\tto\tbe\twhite-hot\tright\tnow. Topics\twill\tinclude\t(but\tnot\tbe\tlimited\tto) \n- Critiques\tof\tthe\tcurrent\tscience,\tincluding\tthe\tclaim\tthat\t\"most\tpublished\tresearch findings\tare\tfalse\"\n- Controversies\tover\tthe\treplicability\tof\tparticular\tfindings,\tincluding\tbehavioral\tpriming\tand\tESP\n- The\tway\tpractices\tby\tjournal\teditors,\tgranting\tagencies,\tand\thiring\tcommittees\tdo\tand\tdo\tnot\t encourage\treliable,\treplicable\tresearch\n- Recommendations\tfor\timproving\tconduct\tand\treporting\tof\tresearch,\tincluding\tstatements\tby\t professional\tsocieties,\tjournals,\tand\tgovernment\tagencies\n- Related\tmethodological\tissues\tincluding\no Null-hypothesis\tstatistical\ttesting\noThe\t\"new\tstatistics\"\temphasizing\teffect\tsizes\tand\tconfidence\tintervals\no Exploratory\tvs.\tconfirmatory\tresearch\no p-curving,\tthe\ttest\tfor\texcess\tsignificance,\tand\tother\tstatistical\ttools\tintended\tto\tdetect\tquestionable research\n- Defenses\tof\tthe\tcurrent\tstate\tof\tpsychological\tresearch,\tand\tthe\tvarious\tkinds\tof\tpush\tback\tagainst\twhat\tsome\tcall\tthe\t\"anti-false-positives\tmovement\"\tand\tothers\tsimply\tcall\t\"shameless\tlittle\tbullies.\" Readings\twill\tinclude\tjournal\tarticles,\teditorials,\tblog\tposts\tand\tprobably\teven\ta\ttweet\tor\ttwo. While a\t lengthy\treading\tlist\tis provided,\twe\twill\tbe\tselective\tin\twhat\twe\tactually\tread\tin\tdepth;\tskimming\twill\tbe\t encouraged\twhen\tappropriate. The\tcourse\tstructure\twill\tbe\tdiscussion\tof\tthe\treadings. That's\tall. No\t exams\tor\tpapers. But\tdo\tcome\tto\tclass\tready\tto\ttalk.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, The politics of replicating famous studies", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reply-to-ledgerwood-predictions-without.md b/content/curated_resources/reply-to-ledgerwood-predictions-without.md new file mode 100644 index 00000000000..2dafd33c61a --- /dev/null +++ b/content/curated_resources/reply-to-ledgerwood-predictions-without.md @@ -0,0 +1,47 @@ +{ + "timestamp": "12/18/2023 16:58:25", + "title": "Reply to Ledgerwood: Predictions without analysis plans are inert", + "link_to_resource": "https://doi.org/10.1073/pnas.1816418115", + "creators": [ + "Brian A. Nosek", + "Charles R. Ebersole", + "Alexander C. DeHaven", + "David T. Mellor" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Ledgerwood (1) argues that there are two independent uses of preregistration that are conflated in Nosek et al. (2) and elsewhere: \u201cPreregistering theoretical predictions enables theory falsifiability. Preregistering analysis plans enables type I error control.\u201d We appreciate that the comment elevates the complementary roles of prediction and analysis plans in preregistration. We disagree that they are conflated in the sense of being \u201ctwo types of preregistration.\u201d\n\nTo enable theory falsification, we agree that a preregistration should offer a prediction derived from theory and provide the theoretical context. However, a prediction without an analysis plan is inert for falsification. An analysis plan is necessary to specify how the prediction will be tested with the observed data. So, the position that prediction and analysis plans are conflated is misleading\u2014theory testing requires both.\n\nHere is a somewhat different way to describe the distinct roles of prediction and analysis plans in preregistration to elaborate on Ledgerwood\u2019s (1) points. Researcher 1 preregisters that they will conduct a two-tailed t test with alpha = 0.05 to evaluate whether subjects randomly assigned to condition A versus condition B will differ on a single outcome. Researcher 1 does not preregister a directional prediction. Researcher 2 observes the study design and analysis plan and preregisters a prediction of A > B based on their theoretical framework. Researcher 3 does the same and predicts B > A. The observed outcome is P = 0.01 for B > A, opposite of researcher 2\u2019s prediction and consistent with researcher 3\u2019s.\n\nIs this an exploratory result because researcher 1 did not make a directional prediction? Is it a theoretical falsification because researcher 2\u2019s prediction was not supported? Is it a theoretical confirmation because researcher 3\u2019s prediction was supporting? \u201cYes\u201d and \u201cno\u201d are defensible assertions for all three questions.\n\nThe statistical outcomes do not know what the researchers predicted. The P value is interpretable the same way for all researchers (Ledgerwood\u2019s error control). This might imply that all three researchers should now believe that B > A to the same degree based on the statistical evidence. Not so. Predictions are an informal way that prior beliefs are incorporated into null hypothesis significance testing. Falsification is rarely a discrete event, nor is it a consensus event. All three researchers should be responsive to the new evidence, but the preexisting beliefs supporting their predictions will shape how much their beliefs change with the evidence. This updating is not quantified directly by the P value.\n\nPreregistering predictions is also useful for the social aspect of scientific communication. In basketball, hitting a bank shot is much more impressive if it is called before shooting. Otherwise, people presume that it was luck. Researcher 3\u2019s theoretical perspective for B > A may gain greater credibility because of its successful prediction compared with generating an explanation after the fact. This may invite greater empirical scrutiny to assess whether the theoretical perspective survives more prediction scenarios.\n\nEchoing Ledgerwood (1), preregistration without predictions is fine for exploration. However, all preregistered predictions need analysis plans specifying how the prediction will be evaluated when the outcomes are observed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Reply", + "Prediction", + "Analyses" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "10.1073/pnas.1816418115", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reporting-effect-sizes-in-original-psych.md b/content/curated_resources/reporting-effect-sizes-in-original-psych.md new file mode 100644 index 00000000000..4667cb8995a --- /dev/null +++ b/content/curated_resources/reporting-effect-sizes-in-original-psych.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-03T19:20:02.575Z", + "title": "Reporting Effect Sizes in Original Psychological Research: A Discussion and Tutorial", + "link_to_resource": "https://doi.org/10.1037/met0000126", + "creators": [ + "Jolynn Pek and David B Flora" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Statistical practice in psychological science is undergoing reform which is reflected in part by strong recommendations for reporting and interpreting effect sizes and their confidence intervals. We present principles and recommendations for research reporting and emphasize the variety of ways effect sizes can be reported. Additionally, we emphasize interpreting and reporting unstandardized effect sizes because of common misconceptions regarding standardized effect sizes which we elucidate. Effect sizes should directly answer their motivating research questions, be comprehensible to the average reader, and be based on meaningful metrics of their constituent variables. We illustrate our recommendations with empirical examples involving a One-way ANOVA, a categorical variable analysis, an interaction effect in linear regression, and a simple mediation model, emphasizing the interpretation of effect sizes.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1037/met0000126", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reporting-in-experimental-philosophy-cur.md b/content/curated_resources/reporting-in-experimental-philosophy-cur.md new file mode 100644 index 00000000000..561b862ad13 --- /dev/null +++ b/content/curated_resources/reporting-in-experimental-philosophy-cur.md @@ -0,0 +1,41 @@ +{ + "timestamp": "01/01/2020", + "title": "Reporting in Experimental Philosophy: Current Standards and Recommendations for Future Practice", + "link_to_resource": "https://link.springer.com/article/10.1007/s13164-018-0414-3?error=cookies_not_supported&code=6a46adb9-4c37-41a9-b208-afd4f9b2331a", + "creators": [ + "Andrea Polonioli", + "Brittany Blankinship", + "David Carmel", + "Mariana Vega-Mendoza" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Recent replication crises in psychology and other fields have led to intense reflection about the validity of common research practices. Much of this reflection has focussed on reporting standards, and how they may be related to the questionable research practices that could underlie a high proportion of irreproducible findings in the published record. As a developing field, it is particularly important for Experimental Philosophy to avoid some of the pitfalls that have beset other disciplines. To this end, here we provide a detailed, comprehensive assessment of current reporting practices in Experimental Philosophy. We focus on the quality of statistical reporting and the disclosure of information about study methodology. We assess all the articles using quantitative methods (n\u2009=\u2009134) that were published over the years 2013\u20132016 in 29 leading philosophy journals. We find that null hypothesis significance testing is the prevalent statistical practice in Experimental Philosophy, although relying solely on this approach has been criticised in the psychological literature. To augment this approach, various additional measures have become commonplace in other fields, but we find that Experimental Philosophy has adopted these only partially: 53% of the papers report an effect size, 28% confidence intervals, 1% examined prospective statistical power and 5% report observed statistical power. Importantly, we find no direct relation between an article\u2019s reporting quality and its impact (numbers of citations). We conclude with recommendations for authors, reviewers and editors in Experimental Philosophy, to facilitate making research statistically-transparent and reproducible.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1007/s13164-018-0414-3?error=cookies_not_supported&code=6a46adb9-4c37-41a9-b208-afd4f9b2331a", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reporting-standards-for-complication-stu.md b/content/curated_resources/reporting-standards-for-complication-stu.md new file mode 100644 index 00000000000..926991f916f --- /dev/null +++ b/content/curated_resources/reporting-standards-for-complication-stu.md @@ -0,0 +1,49 @@ +{ + "timestamp": "1/9/2025 10:29:04", + "title": "Reporting Standards for Complication Studies of Radiation Therapy for Pediatric Cancer: Lessons From PENTEC", + "link_to_resource": "https://www.redjournal.org/article/S0360-3016(24)00325-0/fulltext", + "creators": [ + "Andrew Jackson", + "Chia-Ho Hua", + "Arthur Olch", + "Ellen D. Yorke", + "Tiziana Rancati", + "Michael T. Milano", + "Louis S. Constine", + "Lawrence B. Marks", + "Soren M. Bentzen" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The major aim of Pediatric Normal Tissue Effects in the Clinic (PENTEC) was to synthesize quantitative published dose/-volume/toxicity data in pediatric radiation therapy. Such systematic reviews are often challenging because of the lack of standardization and difficulty of reporting outcomes, clinical factors, and treatment details in journal articles. This has clinical consequences: optimization of treatment plans must balance between the risks of toxicity and local failure; counseling patients and their parents requires knowledge of the excess risks encountered after a specific treatment.\nStudies addressing outcomes after pediatric radiation therapy are particularly challenging because: (a) survivors may live for decades after treatment, and the latency time to toxicity can be very long; (b) children's maturation can be affected by radiation, depending on the developmental status of the organs involved at time of treatment; and (c) treatment regimens frequently involve chemotherapies, possibly modifying and adding to the toxicity of radiation.\nHere we discuss: basic reporting strategies to account for the actuarial nature of the complications; the reporting of modeling of abnormal development; and the need for standardized, comprehensively reported data sets and multivariate models (ie, accounting for the simultaneous effects of radiation dose, age, developmental status at time of treatment, and chemotherapy dose). We encourage the use of tools that facilitate comprehensive reporting, for example, electronic supplements for journal articles.\nFinally, we stress the need for clinicians to be able to trust artificial intelligence models of outcome of radiation therapy, which requires transparency, rigor, reproducibility, and comprehensive reporting. Adopting the reporting methods discussed here and in the individual PENTEC articles will increase the clinical and scientific usefulness of individual reports and associated pooled analyses.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Radio Therapy", + "Open Data" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Metadata standards", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/repository-of-psychological-instruments.md b/content/curated_resources/repository-of-psychological-instruments.md new file mode 100644 index 00000000000..a1781ab9f81 --- /dev/null +++ b/content/curated_resources/repository-of-psychological-instruments.md @@ -0,0 +1,49 @@ +{ + "timestamp": "9/13/2021 13:24:28", + "title": "Repository of Psychological Instruments in Serbian (REPOPSI)", + "link_to_resource": "https://osf.io/5zb8p/", + "creators": [ + "Laboratory for Research of Individual Differences (LIRA) at the University of Belgrade" + ], + "material_type": [ + "Research Material" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "An Open-Access repository of psychological measures, scales, tests, and other research instruments in Serbian. Documented are psychological instruments that have been translated into Serbian and/or adapted for the Serbian population. Hosted on the Open Science Framework and maintained by researchers at the Laboratory for Research of Individual Differences (LIRA) at the University of Belgrade, Serbia.", + "language": [ + "English", + "Serbian" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Digital Repository", + "Research Data", + "Psychological Measures", + "Open Repository", + "Scales", + "Translation", + "Adaptation" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/representing-epistemic-and-disciplinary.md b/content/curated_resources/representing-epistemic-and-disciplinary.md new file mode 100644 index 00000000000..417ad388c15 --- /dev/null +++ b/content/curated_resources/representing-epistemic-and-disciplinary.md @@ -0,0 +1,42 @@ +{ + "timestamp": "12/19/2024 5:25:54", + "title": "Representing epistemic and disciplinary diversity in open research", + "link_to_resource": "https://naclscrg.writeas.com/epistemic-and-disciplinary-diversity", + "creators": [ + "naclscrg" + ], + "material_type": [ + "Lecture Notes", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "On 10 February 2024, I gave a lightning talk at FOSDEM 2024's Open Research Online Devroom titled \u201cRepresenting epistemological and disciplinary diversity in open research discourse\u201d. It was informed by incredible feedback I received from various open research communities. There's so much good stuff I couldn't fit them into a 10-minute lightning talk, so I'm putting them here.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-SA", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities", + "Education", + "Life Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Epistemic and Disciplinary Diversity in Open Research" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Diversity in Academia, Inclusion", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducibilitea-introductory-reading-li.md b/content/curated_resources/reproducibilitea-introductory-reading-li.md new file mode 100644 index 00000000000..ded4d078ca8 --- /dev/null +++ b/content/curated_resources/reproducibilitea-introductory-reading-li.md @@ -0,0 +1,42 @@ +{ + "timestamp": "6/25/2025 13:09:57", + "title": "ReproducibiliTea Introductory Reading List", + "link_to_resource": "https://osf.io/qxbcs", + "creators": [ + "ReproducibiliTea" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "These are our recommendations for the papers to cover in the first term of your new \nReproducibiliTea journal club! These ten papers were selected to provide an overview of the reproducibility crisis and introduction to the many aspects of Open Science. They are \nseparated by themes that your journal club may choose to explore in further detail in following meetings! We have also provided a summary, keywords and online resources to help inform your discussions.", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Journal club; Reading list; Reproducibility crisis; Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducibilitea.md b/content/curated_resources/reproducibilitea.md new file mode 100644 index 00000000000..73eef9acbb3 --- /dev/null +++ b/content/curated_resources/reproducibilitea.md @@ -0,0 +1,49 @@ +{ + "timestamp": "2020-05-16T12:11:05.263Z", + "title": "ReproducibiliTea", + "link_to_resource": "https://reproducibilitea.org/", + "creators": [ + "Sophia Cruwell", + "Amy Orben and Sam Parsons" + ], + "material_type": [ + "Student Guide", + "Unit of Study" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Serving mugs of Reproducibili\u2615\ufe0f: Blends include transparency, openness and robustness + a spoonful of science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Podcast", + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducibility-and-replicability-of-qua.md b/content/curated_resources/reproducibility-and-replicability-of-qua.md new file mode 100644 index 00000000000..4b895389324 --- /dev/null +++ b/content/curated_resources/reproducibility-and-replicability-of-qua.md @@ -0,0 +1,57 @@ +{ + "timestamp": "2/13/2025 9:47:56", + "title": "Reproducibility and replicability of qualitative research:an integrative review of concepts, barriers and enablers", + "link_to_resource": "https://doi.org/10.31222/osf.io/n5zkw", + "creators": [ + "Cole", + "N. L.", + "Ulpts", + "S.", + "Bochynska", + "A.", + "Kormann", + "E.", + "Good", + "M.", + "Leitner", + "B.", + "& Ross-Hellauer", + "T." + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The integrative review presented here examines how reproducibility and replicability are conceptualized and discussed in relation to qualitative research, and which factors and practices enable or undermine them. Both peer-reviewed and grey English-language literature that address reproducibility and/or Open Science in relation to qualitative research were eligible for inclusion. Initial searches were conducted in Scopus, Web of Science, Dimensions, PubMed, APA PsychInfo, and JSTOR, and followed with snowball sampling from included literature. Studies were screened and both quantitative and qualitative data were extracted using the SyRF online platform, with 248 papers included. We found that conceptualizations that stem from quantitative standpoints are overwhelmingly framed as inappropriate practices and epistemic criteria for (most) qualitative research. When conceptualized in alternative ways that are adapted to the epistemic conditions, aims and practices of qualitative research, they can be both applicable and appropriate. Key barriers include the ontological and epistemological misalignment of reproducibility, replicability and Open Science and qualitative research, and ethical and practical concerns surrounding data sharing and reuse. Key enablers include practices that respond to ethical and practical concerns around data sharing and reuse (anonymization, ethical consent practices, context documentation, and ethical access management), adapting expectations and norms of openness, and established qualitative practices including documentation, reflexivity, and considering positionality. We conclude that reproducibility, replicability and Open Science practices must be adapted to the aims and epistemic conditions of qualitative research for them to be applicable and feasible, and that they will not always be both for all qualitative research.\n", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Open Research", + "Open Science", + "Qualitative Research", + "Replicability", + "Reproducibility" + ], + "forrt_clusters_new": "Qualitative Research", + "forrt_sub_clusters": "FAIR data and materials: Ethical and legal challenges, Replication research", + "doi": "10.31222/osf.io/n5zkw", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducibility-and-research-integrity-s.md b/content/curated_resources/reproducibility-and-research-integrity-s.md new file mode 100644 index 00000000000..32a6018125e --- /dev/null +++ b/content/curated_resources/reproducibility-and-research-integrity-s.md @@ -0,0 +1,58 @@ +{ + "timestamp": "2/13/2025 5:15:50", + "title": "Reproducibility and Research Integrity - Sixth Report of Session 2022-23", + "link_to_resource": "https://publications.parliament.uk/pa/cm5803/cmselect/cmsctech/101/report.html#", + "creators": [ + "House of Commons Science", + "Innocation and Technology Committee: Greg Clark", + "Aaron Bell", + "Dawn Butler", + "Chris Clarkson", + "Tracey Crouch", + "Katherine Fletcher", + "Rebecca Long-Bailey", + "Stephen Metcalfe", + "Carol Monaghan", + "Graham Stringer", + "Christian Wakeford" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "The United Kingdom is experiencing the largest-ever increase in public investment in \nresearch and development, with the Government R&D budget set to reach \u00a320 billion \na year by 2024/5. The creation of the new Department for Science, Innovation and \nTechnology has been advanced by the Government as heralding an increased focus on \nresearch and innovation\u2014seen to be among Britain\u2019s main strengths. At the same time, there have been increasing concerns raised that the integrity of some scientific research is questionable because of failures to be able to reproduce the claimed findings of some experiments or analyses of data and therefore confirm that the original researcher\u2019s conclusions were justified. Some people have described this as a \u2018reproducibility crisis\u2019.\nIn 2018, our predecessor committee published a report \u2018Research Integrity\u2019. Some of \nthe recommendations of that report were implemented\u2014such as the establishment of a \nnational research integrity committee. This report looks in particular at the issue of the reproducibility of research.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY, I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Career and Technical Education", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "Reproducibility", + "Research Integrity", + "Government", + "Reproducibility Challenges" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducibility-for-everyone.md b/content/curated_resources/reproducibility-for-everyone.md new file mode 100644 index 00000000000..8ffa628c095 --- /dev/null +++ b/content/curated_resources/reproducibility-for-everyone.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducibility for Everyone", + "link_to_resource": "https://www.repro4everyone.org/resources", + "creators": [ + "April Clyburne-Sherin" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Reproducibility for Everyone produces resources to help grow researchers' awareness of and ability to do reproducible research.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducibility-immersive-course.md b/content/curated_resources/reproducibility-immersive-course.md new file mode 100644 index 00000000000..9259975adfd --- /dev/null +++ b/content/curated_resources/reproducibility-immersive-course.md @@ -0,0 +1,54 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducibility Immersive Course", + "link_to_resource": "https://vickysteeves.gitlab.io/2018-uutah-repro/", + "creators": [ + "Vicky Steeves" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Various fields in the natural and social sciences face a \u2018crisis of confidence\u2019. Broadly, this crisis amounts to a pervasiveness of non-reproducible results in the published literature. For example, in the field of biomedicine, Amgen published findings that out of 53 landmark published results of pre-clinical studies, only 11% could be replicated successfully. This crisis is not confined to biomedicine. Areas that have recently received attention for non-reproducibility include biomedicine, economics, political science, psychology, as well as philosophy. Some scholars anticipate the expansion of this crisis to other disciplines.This course explores the state of reproducibility. After giving a brief historical perspective, case studies from different disciplines (biomedicine, psychology, and philosophy) are examined to understand the issues concretely. Subsequently, problems that lead to non-reproducibility are discussed as well as possible solutions and paths forward.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-sa", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Git", + "GitHub", + "GitLab", + "Jupyter Notebooks", + "Open Scholarship Tools and Technologies", + "Open Science Framework", + "R", + "Reproducibility", + "ReproZip", + "Research Data Management Tools", + "Researchers", + "RStudio", + "Version Control" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Computational reproducibility, Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducibility-in-cancer-biology-the-ch.md b/content/curated_resources/reproducibility-in-cancer-biology-the-ch.md new file mode 100644 index 00000000000..fd9bc0fcdca --- /dev/null +++ b/content/curated_resources/reproducibility-in-cancer-biology-the-ch.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducibility in Cancer Biology: The challenges of replication", + "link_to_resource": "https://doi.org/10.7554/eLife.23693", + "creators": [ + "eLife Editors" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Interpreting the first results from the Reproducibility Project: Cancer Biology requires a highly nuanced approach. Reproducibility is a cornerstone of science, and the development of new drugs and medical treatments relies on the results of preclinical research being reproducible. In recent years, however, the validity of published findings in a number of areas of scientific research, including cancer research, have been called into question (Begley and Ellis, 2012; Baker, 2016). One response to these concerns has been the launch of a project to repeat selected experiments from a number of high-profile papers in cancer biology (Morrison, 2014; Errington et al., 2014). The aim of the Reproducibility Project: Cancer Biology, which is a collaboration between the Center for Open Science and Science Exchange, is two-fold: to provide evidence about reproducibility in preclinical cancer research, and to identify the factors that influence reproducibility more generally.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Metascience", + "Methodology", + "Open Science", + "Replication", + "Reproducibility", + "Reproducibility Project: Cancer Biology" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.7554/eLife.23693", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducibility-in-psychology-syllabus.md b/content/curated_resources/reproducibility-in-psychology-syllabus.md new file mode 100644 index 00000000000..bbfd7029e01 --- /dev/null +++ b/content/curated_resources/reproducibility-in-psychology-syllabus.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 17:22:25", + "title": "Reproducibility in Psychology Syllabus", + "link_to_resource": "https://osf.io/xpe6c/", + "creators": [ + "Brent Roberts and Dan Simons" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Psychological science has been going through a crisis of confidence concerning theveracity of the findings that serve as the foundation to our field. This seminar willcover the problems of reproducibility and replicability in psychological science, aswell as the proposed solutions to this crisis.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Conceptual and statistical knowledge" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducibility-in-the-psychological-sci.md b/content/curated_resources/reproducibility-in-the-psychological-sci.md new file mode 100644 index 00000000000..4987fc588e8 --- /dev/null +++ b/content/curated_resources/reproducibility-in-the-psychological-sci.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 13:30:42", + "title": "Reproducibility in the Psychological Sciences", + "link_to_resource": "https://osf.io/c6ve4/", + "creators": [ + "Jon Grahe" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Science is undergoing a paradigm shift in the way research is conducted and what is considered evidence. Psychology is leading other disciplines in innovative methods to address concerns related to replication and transparency by creating meta-science projects (i.e., Reproducibility Project, Many Labs) and other tools (Transparency of Publication Guidelines, Open Data Badges) to maximize reproducibility in psychology and other sciences. In addition to reading primary articles reporting findings emerging from these efforts, students will engage in the projects through critical evaluation of research protocols, reanalysis of data, and writing APA research reports of findings.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Collection of large scale replications, Meta-research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducibility-librarianship-in-practic.md b/content/curated_resources/reproducibility-librarianship-in-practic.md new file mode 100644 index 00000000000..2cb331e7a55 --- /dev/null +++ b/content/curated_resources/reproducibility-librarianship-in-practic.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducibility Librarianship in Practice", + "link_to_resource": "https://zenodo.org/record/1915952", + "creators": [ + "Birgit Schmidt", + "Vicky Steeves" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "As research across domains of study has become increasingly reliant on digital tools (librarianship included), the challenges in reproducibility have grown. Alongside this reproducibility challenge are the demands for open scholarship, such as releasing code, data, and articles under an open license.Before, researchers out in the field used to capture their environments through observation, drawings, photographs, and videos; now, researchers and the librarians who work alongside them must capture digital environments and what they contain (e.g. code and data) to achieve reproducibility. Librarians are well-positioned to help patrons open their scholarship, and it\u2019s time to build in reproducibility as a part of our services.Librarians are already engaged with research data management, open access publishing, grant compliance, pre-registration, and it\u2019s time we as a profession add reproducibility to that repertoire. In this webinar, organised by LIBER\u2019s Research Data Management Working Group, speaker Vicky Steeves discusses how she\u2019s built services around reproducibility as a dual appointment between the Libraries and the Center for Data Science at New York University.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Institutional Policies", + "Librarians", + "Librarianship", + "Reproducibility" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Research data management, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducibility-open-science-and-clinica.md b/content/curated_resources/reproducibility-open-science-and-clinica.md new file mode 100644 index 00000000000..1c8bc3dc770 --- /dev/null +++ b/content/curated_resources/reproducibility-open-science-and-clinica.md @@ -0,0 +1,37 @@ +{ + "timestamp": "12/9/2020 20:08:44", + "title": "Reproducibility/Open Science and Clinical Psych Reading List", + "link_to_resource": "https://docs.google.com/document/d/1ewFMFBEASv7UL0qkOP5HNtFDngzdBax8tDKK-L_0knc/edit", + "creators": [ + "Cody Christopherson" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A reading list for reproducibility in clinical psychology", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Clinical psychology" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducibility-preservation-and-access.md b/content/curated_resources/reproducibility-preservation-and-access.md new file mode 100644 index 00000000000..b6f9726cf12 --- /dev/null +++ b/content/curated_resources/reproducibility-preservation-and-access.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducibility, Preservation, and Access to Research with ReproZip and ReproServer", + "link_to_resource": "https://zenodo.org/record/3612732", + "creators": [ + "Fernando Chirigati", + "R\u00e9mi Rampin", + "Vicky Steeves" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The adoption of reproducibility remains low, despite incentives becoming increasingly common in different domains, conferences, and journals. The truth is, reproducibility is technically difficult to achieve due to the complexities of computational environments.To address these technical challenges, we created ReproZip, an open-source tool that packs research along with all the necessary information to reproduce it, including data files, software, OS version, and environment variables. Everything is then bundled into an .rpz file, which users can use to reproduce the work with ReproUnzip and an unpacker (Docker, Vagrant, and Singularity). The .rpz file is general and contains rich metadata: more unpackers can be added as needed, better guaranteeing long-term preservation.However, installing the unpackers can still be burdensome for secondary users of ReproZip bundles. In this paper, we will discuss how ReproZip and our new tool ReproServer can be used together to facilitate access to well-preserved, reproducible work. ReproServer is a cloud application that allows users to upload or provide a link to a ReproZip bundle, and then interact with/reproduce the contents from the comfort of their browser. Users are then provided a stable link to the unpacked work on ReproServer they can share with reviewers or colleagues.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-sa", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Free and open source software", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-and-reusable-research-are-j.md b/content/curated_resources/reproducible-and-reusable-research-are-j.md new file mode 100644 index 00000000000..af605de443d --- /dev/null +++ b/content/curated_resources/reproducible-and-reusable-research-are-j.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducible and reusable research: are journal data sharing policies meeting the mark?", + "link_to_resource": "https://peerj.com/articles/3208/", + "creators": [ + "Jessica Minnier", + "Melissa A. Haendel", + "Nicole A. Vasilevsky", + "Robin E. Champieux" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Background There is wide agreement in the biomedical research community that research data sharing is a primary ingredient for ensuring that science is more transparent and reproducible. Publishers could play an important role in facilitating and enforcing data sharing; however, many journals have not yet implemented data sharing policies and the requirements vary widely across journals. This study set out to analyze the pervasiveness and quality of data sharing policies in the biomedical literature. Methods The online author\u2019s instructions and editorial policies for 318 biomedical journals were manually reviewed to analyze the journal\u2019s data sharing requirements and characteristics. The data sharing policies were ranked using a rubric to determine if data sharing was required, recommended, required only for omics data, or not addressed at all. The data sharing method and licensing recommendations were examined, as well any mention of reproducibility or similar concepts. The data was analyzed for patterns relating to publishing volume, Journal Impact Factor, and the publishing model (open access or subscription) of each journal. Results A total of 11.9% of journals analyzed explicitly stated that data sharing was required as a condition of publication. A total of 9.1% of journals required data sharing, but did not state that it would affect publication decisions. 23.3% of journals had a statement encouraging authors to share their data but did not require it. A total of 9.1% of journals mentioned data sharing indirectly, and only 14.8% addressed protein, proteomic, and/or genomic data sharing. There was no mention of data sharing in 31.8% of journals. Impact factors were significantly higher for journals with the strongest data sharing policies compared to all other data sharing criteria. Open access journals were not more likely to require data sharing than subscription journals. Discussion Our study confirmed earlier investigations which observed that only a minority of biomedical journals require data sharing, and a significant association between higher Impact Factors and journals with a data sharing requirement. Moreover, while 65.7% of the journals in our study that required data sharing addressed the concept of reproducibility, as with earlier investigations, we found that most data sharing policies did not provide specific guidance on the practices that ensure data is maximally available and reusable.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing", + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Inside Your Classroom", + "Reproducibility" + ], + "forrt_clusters_new": "Replication and meta-research, FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Meta-research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-and-transparent-research-pr.md b/content/curated_resources/reproducible-and-transparent-research-pr.md new file mode 100644 index 00000000000..286868014a5 --- /dev/null +++ b/content/curated_resources/reproducible-and-transparent-research-pr.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducible and transparent research practices in published neurology research", + "link_to_resource": "https://researchintegrityjournal.biomedcentral.com/articles/10.1186/s41073-020-0091-5", + "creators": [ + "Austin L. Johnson", + "Daniel Tritz", + "Jonathan Pollard", + "Matt Vassar", + "Shelby Rauh", + "Trevor Torgerson" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The objective of this study was to evaluate the nature and extent of reproducible and transparent research practices in neurology publications. Methods The 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. Results Our search identified 223,932 publications meeting the inclusion criteria, from which 400 were randomly sampled. Only 389 articles were accessible, yielding 271 publications with empirical data for analysis. Our results indicate that 9.4% provided access to materials, 9.2% provided access to raw data, 0.7% provided access to the analysis scripts, 0.7% linked the protocol, and 3.7% 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. Conclusions Currently, published neurology research 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.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing", + "Biology", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Inside Your Classroom", + "Reproducibility" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1186/s41073-020-0091-5", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-research-in-sport-and-exerc.md b/content/curated_resources/reproducible-research-in-sport-and-exerc.md new file mode 100644 index 00000000000..6a927b7048b --- /dev/null +++ b/content/curated_resources/reproducible-research-in-sport-and-exerc.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-08T18:32:27.348Z", + "title": "Reproducible research in sport and exercise psychology: The role of sample sizes.", + "link_to_resource": "https://doi.org/10.1016/j.psychsport.2015.11.005", + "creators": [ + "Schweizer", + "G.", + "& Furley", + "P." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Objectives: We aim to introduce the discussion on the crisis of confidence to sport and exercise psychology. We focus on an important aspect of this debate, the impact of sample sizes, by assessing sample sizes within sport and exercise psychology. Researchers have argued that publications in psychological research contain numerous false-positive findings and inflated effect sizes due to small sample sizes. Method: We analyse the four leading journals in sport and exercise psychology regarding sample sizes of all quantitative studies published in these journals between 2009 and 2013. Subsequently, we conduct power analyses. Results: A substantial proportion of published studies does not have sufficient power to detect effect sizes typical for psychological research. Sample sizes and power vary between research designs. Although many correlational studies have adequate sample sizes, experimental studies are often underpowered to detect small-to-medium effects. Conclusions: As sample sizes are small, research in sport and exercise psychology may suffer from false-positive results and inflated effect sizes, while at the same time failing to detect meaningful small effects. Larger sample sizes are warranted, particularly in experimental studies.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1016/j.psychsport.2015.11.005", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-research-methods.md b/content/curated_resources/reproducible-research-methods.md new file mode 100644 index 00000000000..9056388a2cf --- /dev/null +++ b/content/curated_resources/reproducible-research-methods.md @@ -0,0 +1,41 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducible Research Methods", + "link_to_resource": "http://eriqande.github.io/rep-res-web/", + "creators": [ + "Eric C. Anderson" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This is the website for the Autumn 2014 course \u201cReproducible Research Methods\u201d taught by Eric C. Anderson at NOAA\u2019s Southwest Fisheries Science Center. The course meets on Tuesdays and Thursdays from 3:30 to 4:30 PM in Room 188 of the Fisheries Ecology Division.\nIt runs from Oct 7 to December 18.\n\nThe goal of this course is for scientists, researchers, and students to learn:\n\nto write programs in the R language to manipulate and analyze data,\nto integrate data analysis with report generation and article preparation using knitr,\nto work fluently within the Rstudio integrated development environment for R,\nto use git version control software and GitHub to effectively manage source code, collaborate efficiently with other researchers, and neatly package their research.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Literate Programming", + "Reproducibility", + "Version Control" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, Ways of Working", + "forrt_sub_clusters": "Computational reproducibility, Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-research-practices-transpar.md b/content/curated_resources/reproducible-research-practices-transpar.md new file mode 100644 index 00000000000..1851cf2e1e5 --- /dev/null +++ b/content/curated_resources/reproducible-research-practices-transpar.md @@ -0,0 +1,50 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducible research practices, transparency, and open access data in the biomedical literature, 2015\u20132017", + "link_to_resource": "https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.2006930", + "creators": [ + "John P. A. Ioannidis", + "Joshua D. Wallach", + "Kevin W. Boyack" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Currently, there is a growing interest in ensuring the transparency and reproducibility of the published scientific literature. According to a previous evaluation of 441 biomedical journals articles published in 2000\u20132014, the biomedical literature largely lacked transparency in important dimensions. Here, we surveyed a random sample of 149 biomedical articles published between 2015 and 2017 and determined the proportion reporting sources of public and/or private funding and conflicts of interests, sharing protocols and raw data, and undergoing rigorous independent replication and reproducibility checks. We also investigated what can be learned about reproducibility and transparency indicators from open access data provided on PubMed. The majority of the 149 studies disclosed some information regarding funding (103, 69.1% [95% confidence interval, 61.0% to 76.3%]) or conflicts of interest (97, 65.1% [56.8% to 72.6%]). Among the 104 articles with empirical data in which protocols or data sharing would be pertinent, 19 (18.3% [11.6% to 27.3%]) discussed publicly available data; only one (1.0% [0.1% to 6.0%]) included a link to a full study protocol. Among the 97 articles in which replication in studies with different data would be pertinent, there were five replication efforts (5.2% [1.9% to 12.2%]). Although clinical trial identification numbers and funding details were often provided on PubMed, only two of the articles without a full text article in PubMed Central that discussed publicly available data at the full text level also contained information related to data sharing on PubMed; none had a conflicts of interest statement on PubMed. Our evaluation suggests that although there have been improvements over the last few years in certain key indicators of reproducibility and transparency, opportunities exist to improve reproducible research practices across the biomedical literature and to make features related to reproducibility more readily visible in PubMed.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Conflicts of Interest", + "Data", + "Medical Journals", + "Open Access Publishing", + "Open Science", + "PublishingGovernment Funding of Science", + "Replication Studies", + "Reproducibility", + "Scientific Publishing", + "Sequence Databases", + "Systematic Reviews" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1371/journal.pbio.2006930", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-research-true-or-false.md b/content/curated_resources/reproducible-research-true-or-false.md new file mode 100644 index 00000000000..8046e873e3c --- /dev/null +++ b/content/curated_resources/reproducible-research-true-or-false.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-14T19:07:09.627Z", + "title": "Reproducible Research: True or False?", + "link_to_resource": "https://www.youtube.com/watch?v=GPYzY9I78CI", + "creators": [ + "John Ioannidis" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A video detailing whether reproducible research is true or false", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Video" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Philosophy of science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-research-walking-the-walk.md b/content/curated_resources/reproducible-research-walking-the-walk.md new file mode 100644 index 00000000000..bc22275973b --- /dev/null +++ b/content/curated_resources/reproducible-research-walking-the-walk.md @@ -0,0 +1,42 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducible Research: Walking the Walk", + "link_to_resource": "https://github.com/reproducible-research/scipy-tutorial-2014", + "creators": [ + "Matt McCormick" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Description\n\nThis hands-on tutorial will train reproducible research warriors on the practices and tools that make experimental verification possible with an end-to-end data analysis workflow. The tutorial will expose attendees to open science methods during data gathering, storage, analysis, up to publication into a reproducible article.\n\nAttendees are expected to have basic familiarity with scientific Python and Git.", + "language": [ + "English" + ], + "conditions_of_use": "Apache License 2.0", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Organizing", + "Report Writing", + "Reproducibility", + "Version Control" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-research.md b/content/curated_resources/reproducible-research.md new file mode 100644 index 00000000000..6952a317d67 --- /dev/null +++ b/content/curated_resources/reproducible-research.md @@ -0,0 +1,41 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducible Research", + "link_to_resource": "https://github.com/IRCS-analysis-mini-courses/reproducible-research", + "creators": [ + "Christopher Ahern" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Modern scientific research takes advantage of programs such as Python and R that are open source. As such, they can be modified and shared by the wider community. Additionally, there is added functionality through additional programs and packages, such as IPython, Sweave, and Shiny. These packages can be used to not only execute data analyses, but also to present data and results consistently across platforms (e.g., blogs, websites, repositories and traditional publishing venues).\n\nThe goal of the course is to show how to implement analyses and share them using IPython for Python, Sweave and knitr for RStudio to create documents that are shareable and analyses that are reproducible.\n\nCourse outline is as follows:\n1) Use of IPython notebooks to demonstrate and explain code, visualize data, and display analysis results\n2) Applications of Python modules such as SymPy, NumPy, pandas, and SciPy\n3) Use of Sweave to demonstrate and explain code, visualize data, display analysis results, and create documents and presentations\n4) Integration and execution of IPython and R code and analyses using the IPython notebook", + "language": [ + "English" + ], + "conditions_of_use": "MIT License", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Literate Programming", + "Reproducibility", + "Version Control" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Free and open source software", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-science-curriculum-lesson-f.md b/content/curated_resources/reproducible-science-curriculum-lesson-f.md new file mode 100644 index 00000000000..c07c037056f --- /dev/null +++ b/content/curated_resources/reproducible-science-curriculum-lesson-f.md @@ -0,0 +1,42 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducible Science Curriculum Lesson for Automation", + "link_to_resource": "https://github.com/datacarpentry/rr-automation", + "creators": [ + "Fran\u00e7ois Michonneau", + "Kim Gilbert", + "Matt Pennell" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Workshop goals\n- Why are we teaching this\n- Why is this important\n- For future and current you\n- For research as a whole\n- Lack of reproducibility in research is a real problem\n\nMaterials and how we'll use them\n- Workshop landing page, with\n\n- links to the Materials\n- schedule\n\nStructure oriented along the Four Facets of Reproducibility:\n\n- Documentation\n- Organization\n- Automation\n- Dissemination\n\nWill be available after the Workshop\n\nHow this workshop is run\n- This is a Carpentries Workshop\n- that means friendly learning environment\n- Code of Conduct\n- active learning\n- work with the people next to you\n- ask for help", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Report Writing", + "Reproducibility" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-science-curriculum-lesson-f_2.md b/content/curated_resources/reproducible-science-curriculum-lesson-f_2.md new file mode 100644 index 00000000000..827740e7ea7 --- /dev/null +++ b/content/curated_resources/reproducible-science-curriculum-lesson-f_2.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducible Science Curriculum Lesson for Literate Programming", + "link_to_resource": "https://github.com/datacarpentry/rr-literate-programming", + "creators": [ + "Ciera Martinez", + "Courtney Soderberg", + "Hilmar Lapp", + "Jennifer Bryan", + "Kristina Riemer", + "Naupaka Zimmerman" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Workshop goals\n- Why are we teaching this\n- Why is this important\n- For future and current you\n- For research as a whole\n- Lack of reproducibility in research is a real problem\n\nMaterials and how we'll use them\n- Workshop landing page, with\n\n- links to the Materials\n- schedule\n\nStructure oriented along the Four Facets of Reproducibility:\n\n- Documentation\n- Organization\n- Automation\n- Dissemination\n\nWill be available after the Workshop\n\nHow this workshop is run\n- This is a Carpentries Workshop\n- that means friendly learning environment\n- Code of Conduct\n- active learning\n- work with the people next to you\n- ask for help", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Literate Programming", + "Reproducibility" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-science-curriculum-lesson-f_3.md b/content/curated_resources/reproducible-science-curriculum-lesson-f_3.md new file mode 100644 index 00000000000..3639927401e --- /dev/null +++ b/content/curated_resources/reproducible-science-curriculum-lesson-f_3.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducible Science Curriculum Lesson for Organization", + "link_to_resource": "https://github.com/datacarpentry/rr-organization1", + "creators": [ + "Ciera Martinez", + "Courtney Soderberg", + "Hilmar Lapp", + "Jennifer Bryan", + "Kristina Riemer", + "Naupaka Zimmerman" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Workshop goals\n- Why are we teaching this\n- Why is this important\n- For future and current you\n- For research as a whole\n- Lack of reproducibility in research is a real problem\n\nMaterials and how we'll use them\n- Workshop landing page, with\n\n- links to the Materials\n- schedule\n\nStructure oriented along the Four Facets of Reproducibility:\n\n- Documentation\n- Organization\n- Automation\n- Dissemination\n\nWill be available after the Workshop\n\nHow this workshop is run\n- This is a Carpentries Workshop\n- that means friendly learning environment\n- Code of Conduct\n- active learning\n- work with the people next to you\n- ask for help", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Organizing", + "Reproducibility" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-science-curriculum-lesson-f_4.md b/content/curated_resources/reproducible-science-curriculum-lesson-f_4.md new file mode 100644 index 00000000000..7c16b8c4422 --- /dev/null +++ b/content/curated_resources/reproducible-science-curriculum-lesson-f_4.md @@ -0,0 +1,41 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducible Science Curriculum Lesson for Publication", + "link_to_resource": "https://github.com/datacarpentry/rr-publication", + "creators": [ + "Dave Clements", + "Hilmar Lapp", + "Karen Cranston" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Workshop goals\n- Why are we teaching this\n- Why is this important\n- For future and current you\n- For research as a whole\n- Lack of reproducibility in research is a real problem\n\nMaterials and how we'll use them\n- Workshop landing page, with\n\n- links to the Materials\n- schedule\n\nStructure oriented along the Four Facets of Reproducibility:\n\n- Documentation\n- Organization\n- Automation\n- Dissemination\n\nWill be available after the Workshop\n\nHow this workshop is run\n- This is a Carpentries Workshop\n- that means friendly learning environment\n- Code of Conduct\n- active learning\n- work with the people next to you\n- ask for help", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Report Writing", + "Reproducibility" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-science-curriculum-lesson-f_5.md b/content/curated_resources/reproducible-science-curriculum-lesson-f_5.md new file mode 100644 index 00000000000..139bc8aa399 --- /dev/null +++ b/content/curated_resources/reproducible-science-curriculum-lesson-f_5.md @@ -0,0 +1,41 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducible Science Curriculum Lesson for Version Control", + "link_to_resource": "https://github.com/datacarpentry/rr-version-control", + "creators": [ + "Ciera Martinez", + "Hilmar Lapp", + "Karen Cranston" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Workshop goals\n- Why are we teaching this\n- Why is this important\n- For future and current you\n- For research as a whole\n- Lack of reproducibility in research is a real problem\n\nMaterials and how we'll use them\n- Workshop landing page, with\n\n- links to the Materials\n- schedule\n\nStructure oriented along the Four Facets of Reproducibility:\n\n- Documentation\n- Organization\n- Automation\n- Dissemination\n\nWill be available after the Workshop\n\nHow this workshop is run\n- This is a Carpentries Workshop\n- that means friendly learning environment\n- Code of Conduct\n- active learning\n- work with the people next to you\n- ask for help", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility", + "Version Control" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-science-workshop.md b/content/curated_resources/reproducible-science-workshop.md new file mode 100644 index 00000000000..86abc1822e7 --- /dev/null +++ b/content/curated_resources/reproducible-science-workshop.md @@ -0,0 +1,40 @@ +{ + "timestamp": "01/01/2020", + "title": "Reproducible Science Workshop", + "link_to_resource": "https://github.com/Reproducible-Science-Curriculum/2015-05-14-duke-materials", + "creators": [ + "Dan Leehr" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Workshop goals\n- Why are we teaching this\n- Why is this important\n- For future and current you\n- For research as a whole\n- Lack of reproducibility in research is a real problem\n\nMaterials and how we'll use them\n- Workshop landing page, with\n\n- links to the Materials\n- schedule\n\nStructure oriented along the Four Facets of Reproducibility:\n\n- Documentation\n- Organization\n- Automation\n- Dissemination\n\nWill be available after the Workshop\n\nHow this workshop is run\n- This is a Carpentries Workshop\n- that means friendly learning environment\n- Code of Conduct\n- active learning\n- work with the people next to you\n- ask for help", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Documentation", + "Organizing", + "Reproducibility" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Computational reproducibility, Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reproducible-statistics-for-psychologist.md b/content/curated_resources/reproducible-statistics-for-psychologist.md new file mode 100644 index 00000000000..3816c4bc901 --- /dev/null +++ b/content/curated_resources/reproducible-statistics-for-psychologist.md @@ -0,0 +1,42 @@ +{ + "timestamp": "12/5/2020 15:09:45", + "title": "Reproducible statistics for psychologists with R Lab Tutorials", + "link_to_resource": "https://crumplab.github.io/rstatsforpsych/index.html", + "creators": [ + "Matthew C.Crump" + ], + "material_type": [ + "Reading", + "Simulation", + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This is a series of labs/tutorials currently under development (2020-2021) for a two-semester graduate-level statistics sequence in Psychology @ Brooklyn College of CUNY. The goal of these tutorials is to 1) develop a deeper conceptual understanding of the principles of statistical analysis and inference; and 2) develop practical skills for data-analysis, such as using the increasingly popular statistical software environment R to code reproducible analyses. The first set of 13 labs roughly track chapters in \u201cThinking with Data\u201d (Vokey & Allen, 2018), and the second set of labs (to be written on a weekly basis during the Spring 2021 semester) will roughly track chapters in \u201cExperimental Design and Analysis for Psychology\u201d (Abdi et al., 2009). Although the primary aim is to create lab exercises that reinforce stats concepts and also train basic R coding skills for data-analysis, there are many side goals, including showing students the advantages of using R markdown and Github for creating and communicating research products. For example, aside from these tutorials, I have been developing an R package called vertical (Vuorre & Crump, 2020), that highlights the advantages of learning R for researchers in psychology. And, where possible, I hope to inject some of this broader discussion about awesome R tools and how to use them into the labs (at the same time, a deep-dive requires a separate course\u2026maybe coming soon to a browser near you).", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "Statistics" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reputation-without-practice-a-dynamic-co.md b/content/curated_resources/reputation-without-practice-a-dynamic-co.md new file mode 100644 index 00000000000..a29ec39ef95 --- /dev/null +++ b/content/curated_resources/reputation-without-practice-a-dynamic-co.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2/6/2025 5:08:52", + "title": "Reputation Without Practice? A Dynamic Computational Model of the Unintended Consequences of Open Scientist Reputations", + "link_to_resource": "https://doi.org/10.36850/mr10", + "creators": [ + "Maximilian Linde", + "Merle-Marie Pittelkow", + "Nina R. Schwarzbach", + "and Don van Ravenzwaaij" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Practicing open science can have benefits for the career prospects of individual researchers or labs through higher quality work and increased chances of publication. However, being an outspoken advocate of open science might also indirectly benefit individual scientific careers, in the form of status in a scientific community, decisions for tenure, and eligibility for certain kinds of funding. Therefore, it may be profitable for individual labs to appear to engage in open science practices, without actually putting in the associated effort or doing only the bare minimum. In this article, we explore two types of academic behavior through a dynamic computational model (cf. Smaldino & Mcelreath, 2016) of an academic community that rewards open science: (1) practicing open science and/or (2) advocating open science. Crossing these two types of behavior leads to four different kinds of labs and we examine which of them thrive in this academic community. We found that labs that practice and advocate open science dominate in a scientific community that values open science. Implications of the model results are discussed.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Computational Model", + "Cultural Evolution", + "Metascience", + "Open Science", + "Reform" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.36850/mr10", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-and-data-lessons-from-a-non-aca.md b/content/curated_resources/research-and-data-lessons-from-a-non-aca.md new file mode 100644 index 00000000000..d553424c82b --- /dev/null +++ b/content/curated_resources/research-and-data-lessons-from-a-non-aca.md @@ -0,0 +1,38 @@ +{ + "timestamp": "3/13/2025 18:06:51", + "title": "Research and data lessons from a non-academic job", + "link_to_resource": "https://forrt.org/educators-corner/012-lessons-from-non-academic-jobs/", + "creators": [ + "Karolina Urbanska & Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Reading", + "Article" + ], + "education_level": [ + "Career /Technical" + ], + "abstract": "It\u2019s been one year after leaving academia and starting to work for a charity organisation. For a bit of context, I did my PhD in Psychology, after which I spent four years across two postdocs (one in France, one in England) and I got to the point where I could no longer see my career progress in academia. There are many reasons why I came to this crossroad, but above all, I realised that my passion is with research and data, and less so with the other aspects of academic life. To my delight, my non-academic journey so far has been full of development and challenges and here are some of the lessons I shared, with some additional thoughts. Here are five things I learnt. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Non-academic" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Types of academic, non-academic, & alt-academic positions", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-assessment-using-a-narrow-defin.md b/content/curated_resources/research-assessment-using-a-narrow-defin.md new file mode 100644 index 00000000000..a5650fb89e0 --- /dev/null +++ b/content/curated_resources/research-assessment-using-a-narrow-defin.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/20/2025 5:09:17", + "title": "Research assessment using a narrow definition of \u201cresearch quality\u201d is an act of gatekeeping: A comment on G\u00e4rtner et al. (2022)", + "link_to_resource": "https://doi.org/10.15626/MP.2023.3764", + "creators": [ + "Tom Hostler" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "G\u00e4rtner et al. (2022) propose a system for quantitatively scoring the methodological rigour of papers during the hiring and promotion of psychology researchers, with the aim of advantaging researchers who conduct open, reproducible work. However, the quality criteria proposed for assessing methodological rigour are drawn from a narrow post-positivist paradigm of quantitative, confirmatory research conducted from an epistemology of scientific realism. This means that research conducted from a variety of other approaches, including constructivist, qualitative research, becomes structurally disadvantaged under the new system. The implications of this for particular fields, demographics of researcher, and the future of the discipline of psychology are discussed.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Open Research", + "Research Assessment", + "Epistemology", + "Metrics", + "Qualitative" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.15626/MP.2023.3764", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-culture-is-broken-open-science.md b/content/curated_resources/research-culture-is-broken-open-science.md new file mode 100644 index 00000000000..67bad0d3c41 --- /dev/null +++ b/content/curated_resources/research-culture-is-broken-open-science.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/6/2025 5:58:27", + "title": "Research Culture is Broken; Open Science can Fix It", + "link_to_resource": "https://www.youtube.com/watch?v=c-bemNZ-IqA", + "creators": [ + "Rachael Ainsworth" + ], + "material_type": [ + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "After the increasingly toxic environment of modern research culture forced her to nearly abandon her career, astrophysicist Dr Rachael Ainsworth began to question why the subject she loved had become so inhospitable. Identifying some of the pressures placed on her peers that encouraged aggressive competitiveness, unfair benchmarking and shoddy research practices also helped her identify a compelling potential solution.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Science Culture" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-integrity-and-open-science-i-ps.md b/content/curated_resources/research-integrity-and-open-science-i-ps.md new file mode 100644 index 00000000000..ce8df8737b3 --- /dev/null +++ b/content/curated_resources/research-integrity-and-open-science-i-ps.md @@ -0,0 +1,43 @@ +{ + "timestamp": "6/10/2025 12:23:56", + "title": "Research Integrity and Open Science I (PSYC123)", + "link_to_resource": "https://osf.io/km34v/wiki/PSYC123-Research%20Integrity%20and%20Open%20Science%201/", + "creators": [ + "Dr. Sally Linkenauger", + "Dr. Neil McLatchie", + "and Dr. Dermot Lynott" + ], + "material_type": [ + "Activity/Lab", + "Lecture", + "Module" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Psychologists engage in the scientific process with the intention of developing and testing theories that explain and understand human psychology and behaviour. This module introduces students to scientific process and practices, in order to ensure that psychological research is as rigorous, transparent and, ultimately, as reproducible as possible. We will also discuss problematic practices that have frequently occured in psychological research, and discuss the impact they have had on psychological knowledge, as well as learning how to avoid such problematic practices in the future.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Preregistration" + ], + "tags": [ + "Scientific Process; Psychological Research; Problematic Practices" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Questionable research practices & their prevalence", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-integrity-and-responsible-schol.md b/content/curated_resources/research-integrity-and-responsible-schol.md new file mode 100644 index 00000000000..6be001e26fe --- /dev/null +++ b/content/curated_resources/research-integrity-and-responsible-schol.md @@ -0,0 +1,39 @@ +{ + "timestamp": "4/3/2024 11:07:15", + "title": "Research Integrity and Responsible Scholarship", + "link_to_resource": "https://renebekkers.files.wordpress.com/2024/04/2024-p5-research-integrity-and-responsible-scholarship-course-manual.pdf", + "creators": [ + "Rene Bekkers" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Manual for a mandatory course for PhD candidates enrolled in the Graduate School for Social Sciences and Master students in the Social Sciences for a Digital Society program at VU Amsterdam. The course seeks to contribute to a reflection and discussion on the normative consequences of the abstract ideals of science, and an awareness of standards of good conduct and the responsibility of researchers in the social sciences. ", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "ETHICS REVIEW", + "DATA MANAGEMENT", + "RESEARCH INTEGRITY" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Socially Responsible Research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-integrity-definitions-and-chall.md b/content/curated_resources/research-integrity-definitions-and-chall.md new file mode 100644 index 00000000000..70424cd0693 --- /dev/null +++ b/content/curated_resources/research-integrity-definitions-and-chall.md @@ -0,0 +1,48 @@ +{ + "timestamp": "1/13/2025 6:33:54", + "title": "Research Integrity definitions and challenges", + "link_to_resource": "https://doi.org/10.1016/j.jclinepi.2024.111367", + "creators": [ + "Anna Catharina V Armond", + "Kelly D Cobey", + "David Moher" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Research integrity is guided by a set of principles to ensure research reliability and rigor. It serves as a pillar to uphold society\u2019s trust in science and foster scientific progress. However, over the past 2 decades, a surge in research integrity concerns, including fraudulent research, reproducibility challenges, and questionable practices, has raised critical questions about the reliability of scientific outputs, particularly in biomedical research. In the biomedical sciences, any breaches in research integrity could potentially lead to a domino effect impacting patient care, medical interventions, and the broader implementation of healthcare policies. Addressing these breaches requires measures such as rigorous research methods, transparent reporting, and changing the research culture. Institutional support through clear guidelines, robust training, and mentorship is crucial to fostering a culture of research integrity. However, structural and institutional factors, including research incentives and recognition systems, play an important role in research behavior. Therefore, promoting research integrity demands a collective effort from all stakeholders to maintain public trust in the scientific community and ensure the reliability of science. Here we discuss some definitions and principles, the implications for biomedical sciences, and propose actionable steps to foster research integrity.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Research Integrity", + "Reproducibility", + "Misconduct", + "Responsible Conduct of Research", + "Questionable Research Practices", + "Biomedical Sciences" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Scientific Misconduct: Fabrication and Falsification, Questionable research practices & their prevalence", + "doi": "10.1016/j.jclinepi.2024.111367", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-methods-2020.md b/content/curated_resources/research-methods-2020.md new file mode 100644 index 00000000000..6e8ad214362 --- /dev/null +++ b/content/curated_resources/research-methods-2020.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 13:42:42", + "title": "Research Methods 2020", + "link_to_resource": "https://osf.io/au735/", + "creators": [ + "Michael Kane" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Broad-based philosophical and methodological perspectives on conducting and interpreting psychological research; considers basic, applied, and translational research, laboratory- and field-based research, and experimental, quasi-experimental, correlational, and longitudinal research designs.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences., Philosophy of science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-methods-in-psychology-syllabus.md b/content/curated_resources/research-methods-in-psychology-syllabus.md new file mode 100644 index 00000000000..43388d9a124 --- /dev/null +++ b/content/curated_resources/research-methods-in-psychology-syllabus.md @@ -0,0 +1,40 @@ +{ + "timestamp": "6/12/2025 13:22:51", + "title": "Research Methods in Psychology Syllabus (PSYC 190)", + "link_to_resource": "https://osf.io/rah35", + "creators": [ + "Simine Vazire" + ], + "material_type": [ + "Full Course", + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This course will examine current controversies and new developments in research methods in psychology. The goal of the course is to learn to think critically about how psychological science is conducted and how conclusions are drawn. We will cover both methodological and statistical issues that affect the validity of research in psychology, with an emphasis on social and personality psychology. We will cover the debate about Null Hypothesis Significance Testing (NHST) and alternatives to NHST (e.g., effect estimation). We will also discuss the recent controversy in psychology about the replicability of scientific results.\nThis course is most suited for students who plan to pursue graduate school in psychology and are preparing for a career conducting research in psychological science.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Research Methods; Methodological & Statistical Issues; NHST; Effect Estimation; Replicability" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Limitations and benefits of NHST, Bayesian & Likelihood approaches., Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-methods-in-psychology.md b/content/curated_resources/research-methods-in-psychology.md new file mode 100644 index 00000000000..b076a8ec922 --- /dev/null +++ b/content/curated_resources/research-methods-in-psychology.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 13:41:13", + "title": "Research Methods in Psychology", + "link_to_resource": "https://osf.io/3967b/", + "creators": [ + "Michael Kane" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": " Broad-based philosophical and methodological perspectives on conducting and interpreting psychological research; considers basic, applied, and translational research, laboratory- and field-based research, and experimental, quasi-experimental, correlational, and longitudinal research designs.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences., Philosophy of science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-methods-in-social-psychology.md b/content/curated_resources/research-methods-in-social-psychology.md new file mode 100644 index 00000000000..8b69f7c06d2 --- /dev/null +++ b/content/curated_resources/research-methods-in-social-psychology.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 12:45:26", + "title": "Research Methods in Social Psychology ", + "link_to_resource": "https://osf.io/nxytf/", + "creators": [ + "Lorne Campbell" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This course will acquaint students with the major research designs and procedures in social psychology, as well as explore recent methodological innovations that were designed to address issues unique to social psychological research. The objectives are to develop a firm grasp of the research methods available, including the application of these methods in research settings, and statistical considerations of these methods. A consideration of how we \u201cdo\u201d science is a theme permeating the entire class (e.g., research transparency, replicability of research findings). \nTopics to be covered include, but are not limited to, transparency of the research process and the replicability of research findings, validity and reliability, mediation and moderation, field research, modelling interdependence (data from groups of 2 or more), multi-level modelling, methods for the study of social cognition, and meta-analysis. Half course; one term.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences., Meta-research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-methods-in-social-psychology_2.md b/content/curated_resources/research-methods-in-social-psychology_2.md new file mode 100644 index 00000000000..6f53e643a69 --- /dev/null +++ b/content/curated_resources/research-methods-in-social-psychology_2.md @@ -0,0 +1,40 @@ +{ + "timestamp": "6/30/2025 3:44:32", + "title": "Research Methods in Social Psychology", + "link_to_resource": "https://osf.io/uv9x6", + "creators": [ + "Lorne Campbell" + ], + "material_type": [ + "Full Course", + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This course will acquaint students with the major research designs and procedures in social psychology, as well as explore recent methodological innovations that were designed to address issues unique to social psychological research. The objectives are to develop a firm grasp of the research methods available, including the application of these methods in research settings, and statistical considerations of these methods. A consideration of how we \u201cdo\u201d science is a theme permeating the entire class (e.g., research transparency, replicability of research findings). \nTopics to be covered include, but are not limited to, transparency of the research process and the replicability of research findings, validity and reliability, mediation and moderation, \nlaboratory research, field research, longitudinal designs, prediction vs. explanation, computational modelling, and meta-analysis. Half course; one term.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Social Psychology; Research Methods; Transparency; Computational Modelling" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-methods-psychology-summer-2021.md b/content/curated_resources/research-methods-psychology-summer-2021.md new file mode 100644 index 00000000000..36ed06c3ae4 --- /dev/null +++ b/content/curated_resources/research-methods-psychology-summer-2021.md @@ -0,0 +1,37 @@ +{ + "timestamp": "6/30/2025 13:04:12", + "title": "Research Methods Psychology Summer 2021 - Professor Gernsbacher", + "link_to_resource": "https://online225.psych.wisc.edu/wp-content/uploads/225-Master/225-CourseMaterials/PSY-225_Gernsbacher_Syllabus_SU2021.pdf", + "creators": [ + "Morton Ann Gernsbacher" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "WHAT ARE THE COURSE\u2019S OBJECTIVES?\nAfter successfully finishing the course, you\u2019ll be able to\n[1] find, read, and understand scientific articles and synthesize scientific results;\n[2] effectively communicate ideas, critical evaluation, and research through analytic writing and engaging narrated presentations;\n[3] think critically, examine links between method and results, consider alternative explanations, and knowledgeably consume research;\n[4] generate testable hypotheses and design psychological research using different methods, data collection tools, and analysis techniques;\n[5] correctly interpret and convey statistical results via text, tables, and graphs;\n[6] use key principles of science, including use of evidence, scientific reliability and validity, and fair and thorough evaluation of research inside and outside the classroom;\n[7] understand that ethical principles, behavior, and decision-making pertain to all aspects of the research process; and\n[8] identify how psychological science can inform societal practices policies, review, and apply what you learn.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Science Communication; Ethics; Research Methods" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-methods-syllabi.md b/content/curated_resources/research-methods-syllabi.md new file mode 100644 index 00000000000..ed974b58f6c --- /dev/null +++ b/content/curated_resources/research-methods-syllabi.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-08T06:46:19.902Z", + "title": "Research Methods Syllabi", + "link_to_resource": "https://online225.psych.wisc.edu/", + "creators": [ + "Morton-Ann Gernsbacher" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "A syllabus about evaluating research methods", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Syllabus" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-misconduct.md b/content/curated_resources/research-misconduct.md new file mode 100644 index 00000000000..0ea92b04878 --- /dev/null +++ b/content/curated_resources/research-misconduct.md @@ -0,0 +1,49 @@ +{ + "timestamp": "1/13/2025 7:10:06", + "title": "Research Misconduct", + "link_to_resource": "https://www.research.uky.edu/research-misconduct/research-misconduct-news", + "creators": [ + "University of Kentucky Research" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "A compilation of articles regarding Research Misconduct issues. This page offers news-worthy topics for the Responsible Conduct of Research and Research Misconduct.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Business and Communication", + "Education", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Academic Life and Culture" + ], + "tags": [ + "Research Misconduct", + "Responsible Conduct of Research" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, Academic Structures and Institutions", + "forrt_sub_clusters": "Tools to check yourself and others, Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-practices-and-statistical-repor.md b/content/curated_resources/research-practices-and-statistical-repor.md new file mode 100644 index 00000000000..2826d47905c --- /dev/null +++ b/content/curated_resources/research-practices-and-statistical-repor.md @@ -0,0 +1,41 @@ +{ + "timestamp": "01/01/2020", + "title": "Research practices and statistical reporting quality in 250 economic psychology master's theses: a meta-research investigation", + "link_to_resource": "https://royalsocietypublishing.org/doi/10.1098/rsos.190738", + "creators": [ + "Erich Kirchler", + "Jerome Olsen", + "Johanna Mosen", + "Martin Voracek" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The replicability of research findings has recently been disputed across multiple scientific disciplines. In constructive reaction, the research culture in psychology is facing fundamental changes, but investigations of research practices that led to these improvements have almost exclusively focused on academic researchers. By contrast, we investigated the statistical reporting quality and selected indicators of questionable research practices (QRPs) in psychology students' master's theses. In a total of 250 theses, we investigated utilization and magnitude of standardized effect sizes, along with statistical power, the consistency and completeness of reported results, and possible indications of p-hacking and further testing. Effect sizes were reported for 36% of focal tests (median r = 0.19), and only a single formal power analysis was reported for sample size determination (median observed power 1 \u2212 \u03b2 = 0.67). Statcheck revealed inconsistent p-values in 18% of cases, while 2% led to decision errors. There were no clear indications of p-hacking or further testing. We discuss our findings in the light of promoting open science standards in teaching and student supervision.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Meta-research, Questionable research practices & their prevalence", + "doi": "10.1098/rsos.190738", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-practices-for-a-robust-psycholo.md b/content/curated_resources/research-practices-for-a-robust-psycholo.md new file mode 100644 index 00000000000..c75e6175474 --- /dev/null +++ b/content/curated_resources/research-practices-for-a-robust-psycholo.md @@ -0,0 +1,42 @@ +{ + "timestamp": "10/27/2023 10:44:04", + "title": "Research practices for a robust psychological science of adult development and aging", + "link_to_resource": "https://doi.org/10.1037/pag0000670", + "creators": [ + "Elizabeth A. L. Stine-Morrow" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This first issue of 2022 marks the transition of Psychology and Aging in adopting a transparency and openness promotion (TOP) framework. The journal has always had high standards for theoretically meaningful research conducted with methodological and analytic rigor. As the Open Science movement has gathered steam, authors are increasingly submitting papers that fully meet TOP standards at Levels 1 or 2, and those who do not, have generally been quite happy to respond to the gentle nudges of the journal's editors. Thus, in practical terms, the changes at this point are actually quite modest. In what follows, Stine-Morrow addresses questions about the new standards: (a) Why now? and (b) What are they?", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "TOP Factor" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "10.1037/pag0000670", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-practices-that-can-prevent-an-i.md b/content/curated_resources/research-practices-that-can-prevent-an-i.md new file mode 100644 index 00000000000..90154952aab --- /dev/null +++ b/content/curated_resources/research-practices-that-can-prevent-an-i.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-23T03:14:55.722Z", + "title": "Research Practices That Can Prevent an Inflation of False-Positive Rates", + "link_to_resource": "https://doi.org/10.1177/1088868313496330", + "creators": [ + "Kou Murayama", + "Reinhard Pekrun and Klaus Fiedler" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Recent studies have indicated that research practices in psychology may be susceptible to factors that increase false-positive rates, raising concerns about the possible prevalence of false-positive findings. The present article discusses several practices that may run counter to the inflation of false-positive rates. Taking these practices into account would lead to a more balanced view on the false-positive issue. Specifically, we argue that an inflation of false-positive rates would diminish, sometimes to a substantial degree, when researchers (a) have explicit a priori theoretical hypotheses, (b) include multiple replication studies in a single paper, and (c) collect additional data based on observed results. We report findings from simulation studies and statistical evidence that support these arguments. Being aware of these preventive factors allows researchers not to overestimate the pervasiveness of false-positives in psychology and to gauge the susceptibility of a paper to possible false positives in practical and fair ways.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence, The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1177/1088868313496330", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-preregistration-101.md b/content/curated_resources/research-preregistration-101.md new file mode 100644 index 00000000000..c7a52d53f8e --- /dev/null +++ b/content/curated_resources/research-preregistration-101.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-11T06:44:55.555Z", + "title": "Research preregistration 101", + "link_to_resource": "https://www.psychologicalscience.org/observer/research-preregistration-101", + "creators": [ + "Lindsay", + "D.S.", + "Simons", + "D.J.", + "Lilienfeld", + "S.O." + ], + "material_type": [ + "Blog" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A blog about pre-registration", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Preregistration" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-preregistration-as-a-teaching-a.md b/content/curated_resources/research-preregistration-as-a-teaching-a.md new file mode 100644 index 00000000000..f74b29451a6 --- /dev/null +++ b/content/curated_resources/research-preregistration-as-a-teaching-a.md @@ -0,0 +1,54 @@ +{ + "timestamp": "12/18/2023 17:02:30", + "title": "Research Preregistration as a Teaching and Learning Tool in Undergraduate Psychology Courses", + "link_to_resource": "https://doi.org/10.1177/1475725719875844", + "creators": [ + "Sarai Blincoe", + "Stephanie Buchert" + ], + "material_type": [ + "Lesson Plan", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The preregistration of research plans and hypotheses may prevent publication bias and questionable research practices. We incorporated a modified version of the preregistration process into an undergraduate capstone research course. Students completed a standard preregistration form during the planning stages of their research projects as well as surveys about their knowledge of preregistration. Based on survey results, our senior-level psychology students lacked knowledge of importance of the preregistration movement in the sciences but could anticipate some of its benefits. Our review of the completed preregistration assignment suggested that students struggle with data analysis decision-making but generally perceive preregistration as a helpful planning tool. We discuss the value of a preregistration assignment for generating discussions of research practice and ethics.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Questionable Research Practices", + "Undergraduate Preregistration Assignment" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.1177/1475725719875844", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-preregistration-in-political-sc.md b/content/curated_resources/research-preregistration-in-political-sc.md new file mode 100644 index 00000000000..76aab128df1 --- /dev/null +++ b/content/curated_resources/research-preregistration-in-political-sc.md @@ -0,0 +1,42 @@ +{ + "timestamp": "10/30/2023 12:24:48", + "title": "Research Preregistration in Political Science: The Case, Counterarguments, and a Response to Critiques", + "link_to_resource": "https://doi.org/10.1017/S1049096515000189", + "creators": [ + "James E. Monogan III" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This article describes the current debate on the practice of preregistration in political science\u2014that is, publicly releasing a research design before observing outcome data. The case in favor of preregistration maintains that it can restrain four potential causes of publication bias, clearly distinguish deductive and inductive studies, add transparency regarding a researcher\u2019s motivation, and liberate researchers who may be pressured to find specific results. Concerns about preregistration maintain that it is less suitable for the study of historical data, could reduce data exploration, may not allow for contextual problems that emerge in field research, and may increase the difficulty of finding true positive results. This article makes the case that these concerns can be addressed in preregistered studies, and it offers advice to those who would like to pursue study registration in their own work.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Political Science", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Purpose of pre-analysis planning", + "doi": "10.1017/S1049096515000189", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-project-initialization-and-orga.md b/content/curated_resources/research-project-initialization-and-orga.md new file mode 100644 index 00000000000..ab8ee91e26f --- /dev/null +++ b/content/curated_resources/research-project-initialization-and-orga.md @@ -0,0 +1,39 @@ +{ + "timestamp": "01/01/2020", + "title": "Research project initialization and organization following reproducible research guidelines", + "link_to_resource": "https://github.com/Reproducible-Science-Curriculum/rr-init", + "creators": [ + "Hilmar Lapp" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Workshop goals\n- Why are we teaching this\n- Why is this important\n- For future and current you\n- For research as a whole\n- Lack of reproducibility in research is a real problem\n\nMaterials and how we'll use them\n- Workshop landing page, with\n\n- links to the Materials\n- schedule\n\nStructure oriented along the Four Facets of Reproducibility:\n\n- Documentation\n- Organization\n- Automation\n- Dissemination\n\nWill be available after the Workshop\n\nHow this workshop is run\n- This is a Carpentries Workshop\n- that means friendly learning environment\n- Code of Conduct\n- active learning\n- work with the people next to you\n- ask for help", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Organizing", + "Reproducibility" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Research data management, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-project-management-using-the-op.md b/content/curated_resources/research-project-management-using-the-op.md new file mode 100644 index 00000000000..e8e2e5d5659 --- /dev/null +++ b/content/curated_resources/research-project-management-using-the-op.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "Research Project Management Using the Open Science Framework", + "link_to_resource": "https://nyu-dataservices.github.io/ResearchManagement-OSF/#/", + "creators": [ + "Nick Wolf", + "Vicky Steeves" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "An introduction to managing, annotating, organizing, archiving, and publishing research data using the Open Science Framework.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-nc", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Materials", + "Open Scholarship Tools and Technologies", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management, Repositories", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-support-games-list.md b/content/curated_resources/research-support-games-list.md new file mode 100644 index 00000000000..a9c00fb8a0c --- /dev/null +++ b/content/curated_resources/research-support-games-list.md @@ -0,0 +1,61 @@ +{ + "timestamp": "2/28/2025 4:09:51", + "title": "Research Support Games List", + "link_to_resource": "https://doi.org/10.6084/m9.figshare.16652701", + "creators": [ + "George Bray and Valerie McCutcheon" + ], + "material_type": [ + "Game", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The purpose of this document is to provide an aggregated list of games and game-related resources that are relevant to research support services. The term \"research support games\" is here defined to mean any game- or play-based experience that is intended for use as an educational tool for training either researchers or researcher-supporting staff (e.g. librarians and research office teams). These games typically aim to improve research skills or to provide awareness of a topic that is relevant to working as a researcher, such as research data management, open access or copyright.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Research Support", + "Open Access", + "Open Data", + "Research Data Management", + "Open Research", + "Copyright" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "10.6084/m9.figshare.16652701", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/research-transparency-and-reproducibilit.md b/content/curated_resources/research-transparency-and-reproducibilit.md new file mode 100644 index 00000000000..0865348348d --- /dev/null +++ b/content/curated_resources/research-transparency-and-reproducibilit.md @@ -0,0 +1,38 @@ +{ + "timestamp": "6/10/2025 12:56:13", + "title": "Research Transparency and Reproducibility: A Complementary Module for All", + "link_to_resource": "https://osf.io/qw52b/", + "creators": [ + "Shaon Lahiri" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The Berkeley Initiative for Transparency in the Social Sciences awarded me a Catalyst grant for a project aimed at advancing transparent, reproducible, and ethical research in early 2022. The purpose of my project was to create a set of teaching materials aimed at first year graduate students undertaking coursework in research methodology who have no previous experience with the subject. The aim of this module was to complement existing curricula in an existing course on research methods, in order to reach a broad and\ninterdisciplinary audience. The hallmarks of this work involve intriguing case studies, lively storytelling, and various engagement points, with the goal of making research transparency and reproducibility interesting and accessible for students who are not familiar with the subject.\n\nThe module was developed over the course of a few years while I was a PhD student at George Washington University. It was refined and piloted among 11 students between January and April 2022 who were pursuing a Master of Public Health degree online, in a course introducing them to research methods in the social and behavioral sciences. The module comprises five slide decks with various engagement points throughout. Additional materials are provided related to a standalone group activity, an example of descriptive coding using SPSS syntax, a questionnaire used to assess various psychosocial outcomes, R script files for cleaning and analyzing the data, and an RMarkdown file for reporting the results.\n\nThe results of this informal pilot project are presented in the \u201cResults.pdf\u201d. The questionnaire was assessed prior to any module content being delivered, and and after all module content was delivered, approximately three months later. The results show that the module resulted in significant increases in all but one questionnaire items, across all the domains assessed - knowledge, attitudes, normative perceptions, and attitudes related to research transparency and reproducibility. Short-answer questions indicated greater\nengagement with research transparency and reproducibility concepts. Despite the limitations of this informal study design and assessment, the module content appears to have succeeded in generating greater interest and engagement with the concepts at post-test.\n\nSome content from this module was used to record a segment on research transparency and reproducibility for a new set of recordings for the online course in which this module was developed. This material will launch in the Fall of 2022, and should benefit future students in this course. It is my hope that this content will also leave an indelible mark on the curriculum for this course, so that future recordings will update this material. I intend to continue iterating on this work and using it with students in my future institutions.\nI recommend all those interested in providing instruction in research transparency and reproducibility concepts who are unsure of where to begin look at the content from this module, and to tailor it to suit their students\u2019 needs. I am more than happy to respond to queries on this content, and can be reached at shaonlahiri@gmail.com. I am also very curious to hear examples of other ideas and activities that you may have to bring this content to life for those that are unfamiliar with the concepts.\n\nPlease consult the README file for this repository to see a description of all the files.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Reproducibility; Research Transparency; RT2; Teaching" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/researchers-intuitions-about-power-in-ps.md b/content/curated_resources/researchers-intuitions-about-power-in-ps.md new file mode 100644 index 00000000000..c382b8f91d9 --- /dev/null +++ b/content/curated_resources/researchers-intuitions-about-power-in-ps.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-07T19:16:02.933Z", + "title": "Researchers\u2019 Intuitions About Power in Psychological Research", + "link_to_resource": "https://doi.org/10.1177/0956797616647519", + "creators": [ + "Bakker et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Many psychology studies are statistically underpowered. In part, this may be because many researchers rely on intuition, rules of thumb, and prior practice (along with practical considerations) to determine the number of subjects to test. In Study 1, we surveyed 291 published research psychologists and found large discrepancies between their reports of their preferred amount of power and the actual power of their studies (calculated from their reported typical cell size, typical effect size, and acceptable alpha). Furthermore, in Study 2, 89% of the 214 respondents overestimated the power of specific research designs with a small expected effect size, and 95% underestimated the sample size needed to obtain .80 power for detecting a small effect. Neither researchers\u2019 experience nor their knowledge predicted the bias in their self-reported power intuitions. Because many respondents reported that they based their sample sizes on rules of thumb or common practice in the field, we recommend that researchers conduct and report formal power analyses for their studies.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "10.1177/0956797616647519", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reshaping-the-training-landscape-by-addr.md b/content/curated_resources/reshaping-the-training-landscape-by-addr.md new file mode 100644 index 00000000000..9d4916f5c29 --- /dev/null +++ b/content/curated_resources/reshaping-the-training-landscape-by-addr.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/20/2025 4:38:58", + "title": "Reshaping the training landscape by addressing cultural taxation", + "link_to_resource": "https://doi.org/10.1038/s44159-023-00264-y", + "creators": [ + "Adrelys Mateo Santana", + "Emily N. Satinsky & Chard\u00e9e A. Gal\u00e1n" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Minoritized doctoral students are subject to cultural taxation \u2014 disproportionate expectations and obligations based on their race or ethnicity \u2014 that negatively impacts their PhD studies. Faculty members and departments should counteract this taxation to support students of colour.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Minoritized Doctoral Students", + "Cultural Taxation", + "Culture", + "Psychology" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Racism in science, Equity", + "doi": "10.1038/s44159-023-00264-y", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/resolving-the-tension-between-exploratio.md b/content/curated_resources/resolving-the-tension-between-exploratio.md new file mode 100644 index 00000000000..fdbf305697a --- /dev/null +++ b/content/curated_resources/resolving-the-tension-between-exploratio.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Resolving the Tension Between Exploration and Confirmation in Preclinical Biomedical Research", + "link_to_resource": "https://link.springer.com/chapter/10.1007/164_2019_278?error=cookies_not_supported&code=678079ec-b664-45e4-b059-1e139742b870", + "creators": [ + "Ulrich Dirnagl" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Confirmation through competent replication is a founding principle of modern science. However, biomedical researchers are rewarded for innovation, and not for confirmation, and confirmatory research is often stigmatized as unoriginal and as a consequence faces barriers to publication. As a result, the current biomedical literature is dominated by exploration, which to complicate matters further is often disguised as confirmation. Only recently scientists and the public have begun to realize that high-profile research results in biomedicine can often not be replicated. Consequently, confirmation has become central stage in the quest to safeguard the robustness of research findings. Research which is pushing the boundaries of or challenges what is currently known must necessarily result in a plethora of false positive results. Thus, since discovery, the driving force of scientific progress, is unavoidably linked to high false positive rates and cannot support confirmatory inference, dedicated confirmatory investigation is needed for pivotal results. In this chapter I will argue that the tension between the two modes of research, exploration and confirmation, can be resolved if we conceptually and practically separate them. I will discuss the idiosyncrasies of exploratory and confirmatory studies, with a focus on the specific features of their design, analysis, and interpretation.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "False Negative", + "False Positive", + "Preclinical Randomized Controlled Trial", + "Replication", + "Reproducibility", + "Statistics" + ], + "forrt_clusters_new": "Replication and meta-research, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Exploratory and confirmatory analyses, Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1007/164_2019_278?error=cookies_not_supported&code=678079ec-b664-45e4-b059-1e139742b870", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/resource-lists-overview-for-working-with.md b/content/curated_resources/resource-lists-overview-for-working-with.md new file mode 100644 index 00000000000..b8da7c7d7b5 --- /dev/null +++ b/content/curated_resources/resource-lists-overview-for-working-with.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/13/2025 5:30:51", + "title": "Resource lists overview for working with Open Educational Resources", + "link_to_resource": "https://libguides.rug.nl/OER/OERResourceLists", + "creators": [ + "University of Groningen" + ], + "material_type": [ + "Library Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The guidelines in this Library Guide give an in-depth, but limited first look at how you can find and engage with Open Educational Resources (OER). This section provides lists detailing where to find specific types of OER, tools you can use to create your own OER, and reading suggestions to learn more about all aspects of OER.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Educational Resources", + "OER", + "Resource List" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/resources-for-practicing-open-science-wi.md b/content/curated_resources/resources-for-practicing-open-science-wi.md new file mode 100644 index 00000000000..8af932c2eba --- /dev/null +++ b/content/curated_resources/resources-for-practicing-open-science-wi.md @@ -0,0 +1,52 @@ +{ + "timestamp": "01/01/2020", + "title": "Resources for Practicing Open Science with Qualitative Research in Education", + "link_to_resource": "https://www.oercommons.org/courseware/lesson/80058/overview", + "creators": [ + "Rachel Renbarger", + "Crystal N. Steltenpohl" + ], + "material_type": [ + "Reading", + "Student Guide" + ], + "education_level": [ + "college/ upper division", + "graduate/professional", + "adult-education" + ], + "abstract": "This list of resources consists of resources for researchers, editors, and reviewers interested in practicing open science principles, particularly in education research. This list is not exhaustive but meant as a starting point for individuals wanting to learn more about doing open science work specifically for qualitative research.
This list was compiled by the following contributors: Rachel Renbarger, Sondra Stegenga, Thomas, Sebastian Karcher, and Crystal Steltenpohl. This resource list grew out of a hackathon at the Virtual Unconference on Open Scholarship Practices in Education Research.
", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "education", + "social-science", + "political-science", + "psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data Sharing", + "Education Research", + "Methodology", + "Open Science", + "Open Science Training", + "Posititionality", + "Qualitative", + "Research", + "Transparency" + ], + "forrt_clusters_new": "Ways of Working, Qualitative Research", + "forrt_sub_clusters": "Qualitative research, Qualitative approaches to open science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/resources-tutorials-papers-analysis-scri.md b/content/curated_resources/resources-tutorials-papers-analysis-scri.md new file mode 100644 index 00000000000..19d4391f484 --- /dev/null +++ b/content/curated_resources/resources-tutorials-papers-analysis-scri.md @@ -0,0 +1,38 @@ +{ + "timestamp": "2020-05-14T11:23:51.707Z", + "title": "Resources (tutorials, papers, analysis scripts, utilities) for testing moderation and mediation", + "link_to_resource": "http://quantpsy.org/medn.htm", + "creators": [ + "Kristopher J. Preacher" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A website about moderation and mediation", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Website" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/response-to-comment-on-estimating-the-re.md b/content/curated_resources/response-to-comment-on-estimating-the-re.md new file mode 100644 index 00000000000..94c2b529c57 --- /dev/null +++ b/content/curated_resources/response-to-comment-on-estimating-the-re.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-23T03:12:32.579Z", + "title": "Response to Comment on \u201cEstimating the reproducibility of psychological science\u201d", + "link_to_resource": "https://doi.org/10.1126/science.aad9163", + "creators": [ + "Christopher J. Anderson et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Gilbert et al. conclude that evidence from the Open Science Collaboration\u2019s Reproducibility Project: Psychology indicates high reproducibility, given the study methodology. Their very optimistic assessment is limited by statistical misconceptions and by causal inferences from selectively interpreted, correlational data. Using the Reproducibility Project: Psychology data, both optimistic and pessimistic conclusions about reproducibility are possible, and neither are yet warranted.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications", + "doi": "10.1126/science.aad9163", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/responsible-assessment-of-what-research.md b/content/curated_resources/responsible-assessment-of-what-research.md new file mode 100644 index 00000000000..95539f2280f --- /dev/null +++ b/content/curated_resources/responsible-assessment-of-what-research.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/27/2025 5:12:02", + "title": "Responsible assessment of what research? Beware of epistemic diversity!", + "link_to_resource": "https://doi.org/10.15626/MP.2023.3797", + "creators": [ + "Sven Ulpts" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Sch\u00f6nbrodt et al. (2022) and G\u00e4rtner et al. (2022) aim to outline in the target articles why and how research assessment could be improved in psychological science in accordance with DORA, resulting in a focus on abandoning the impact factor as an indicator for research quality and aligning assessment with methodological rigor and open science practices. However, I argue that their attempt is guided by a rather narrow statistical and quantitative understanding of knowledge production in psychological science. Consequently, the authors neglect the epistemic diversity within psychological science, leading to the potential danger of committing epistemic injustice. Hence, the criteria they introduce for research assessment might be appropriate for some approaches to knowledge production; it could, however, neglect or systematically disadvantage others. Furthermore, I claim that the authors lack some epistemic (intellectual) humility about their proposal. Further information is required regarding when and for which approaches their proposal is appropriate and, maybe even more importantly, when and where it is not. Similarly, a lot of the proposed improvements of the reform movement, like the one introduced in the target articles, are probably nothing more than trial and error due to a lack of investigation of their epistemic usefulness and understanding of underlying mechanisms and theories. Finally, I argue that with more awareness about epistemic diversity in psychological science in combination with more epistemic (intellectual) humility, the danger of epistemic injustice could be attenuated.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Responsible Research Assessment", + "Epistemic Injustice", + "Epistemic Diversity", + "Epistemic (Intellectual) Humility" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Equity", + "doi": "10.15626/MP.2023.3797", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/responsible-data-sharing-identifying-and.md b/content/curated_resources/responsible-data-sharing-identifying-and.md new file mode 100644 index 00000000000..07ef3c36c5a --- /dev/null +++ b/content/curated_resources/responsible-data-sharing-identifying-and.md @@ -0,0 +1,45 @@ +{ + "timestamp": "1/16/2025 4:08:02", + "title": "Responsible data sharing: Identifying and remedying possible re-identification of human participants", + "link_to_resource": "https://doi.org/10.31222/osf.io/5m3cx", + "creators": [ + "Kirsten Morehouse", + "Benedek Kurdi", + "and Brian A. Nosek" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Open data collected from humans creates a tension between scholarly values of transparency and sharing on the one hand, and privacy and security on the other. A common solution is to make datasets anonymous by removing personally identifying information before sharing. However, ostensibly anonymized datasets may be at risk of re-identification if they include demographic information. In the present article, we (a) review current privacy standards; (b) describe computer science data protection frameworks and their adaptability to the social sciences; (c) provide practical guidance for assessing and addressing re-identification risk; (d) introduce two open-source algorithms \u2013 MinBlur and MinBlurLite \u2013 to increase privacy while maintaining the integrity of open data; and (e) highlight aspects of ethical data sharing that require further attention. Technical innovations can support competing values so that science can be as open as possible to promote transparency and sharing, and as closed as necessary to maintain privacy and security.", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Data Anonymity", + "Open Science", + "Privacy", + "Re-Identification", + "Research Integrity" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons not to share: Privacy and security considerations", + "doi": "10.31222/osf.io/5m3cx", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/responsible-research-assessment-should-p.md b/content/curated_resources/responsible-research-assessment-should-p.md new file mode 100644 index 00000000000..51d4d2fda87 --- /dev/null +++ b/content/curated_resources/responsible-research-assessment-should-p.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2/13/2025 9:54:11", + "title": "Responsible Research Assessment Should Prioritize Theory Development and Testing Over Ticking Open Science Boxes", + "link_to_resource": "https://doi.org/10.15626/MP.2023.3735", + "creators": [ + "Hannah Dames", + "Philipp Musfeld", + "Vencislav Popov", + "Klaus Oberauer", + "Gidon T. Frischkorn" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "We appreciate the initiative to seek for ways to improve academic assessment by broadening the range of relevant research contributions and by considering a candidate\u2019s scientific rigor. Evaluating a candidate's ability to contribute to science is a complex process that cannot be captured through one metric alone. While the proposed changes have some advantages, such as an increased focus on quality over quantity, the proposal's focus on adherence to open science practices is not sufficient, as it undervalues theory building and formal modelling: A narrow focus on open science conventions is neither a sufficient nor valid indicator for a \u201cgood scientist\u201d and may even encourage researchers to choose easy, pre-registerable studies rather than engage in time-intensive theory building. Further, when in a first step only a minimum standard for following easily achievable open science goals is set, most applicants will soon pass this threshold. At this point, one may ask if the additional benefit of such a low bar outweighs the potential costs of such an endeavour. We conclude that a reformed assessment system should put at least equal emphasis on theory building and adherence to open science principles and should not completely disregard traditional performance metrices.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration" + ], + "tags": [ + "Research assessment", + "Open Science", + "Theory Building" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.15626/MP.2023.3735", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/responsible-scholarship.md b/content/curated_resources/responsible-scholarship.md new file mode 100644 index 00000000000..f79318a9976 --- /dev/null +++ b/content/curated_resources/responsible-scholarship.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/20/2025 6:01:01", + "title": "Responsible Scholarship", + "link_to_resource": "https://www.universiteitleiden.nl/en/social-behavioural-sciences/psychology/good-practises/responsible-scholarship", + "creators": [ + "Anna van 't Veer", + "Eiko Fried" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Here we provide information on the ways through which the Institute of Psychology aims to foster responsible scholarship practices: conducting research with integrity, and meeting the needs for better quality and efficiency in psychological science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Responsible Scholarship", + "Integrity", + "Psychology" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rethinking-research-assessment-addressin.md b/content/curated_resources/rethinking-research-assessment-addressin.md new file mode 100644 index 00000000000..8287b88cb42 --- /dev/null +++ b/content/curated_resources/rethinking-research-assessment-addressin.md @@ -0,0 +1,41 @@ +{ + "timestamp": "10/29/2020 13:10:26", + "title": "Rethinking Research Assessment:Addressing Institutional Biases in Review, Promotion, and Tenure Decision-Making (part IV)", + "link_to_resource": "https://theplosblog.plos.org/2020/10/rethinking-research-assessmentaddressing-institutional-biases-in-review-promotion-and-tenure-decision-making-part-iv/", + "creators": [ + "Ruth Schmidt" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In our final installment we get into how incumbent processes and perceptions have the advantage.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Diversity", + "Equity and Inclusion" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rethinking-transparency-and-rigor-from-a.md b/content/curated_resources/rethinking-transparency-and-rigor-from-a.md new file mode 100644 index 00000000000..a7986e47f85 --- /dev/null +++ b/content/curated_resources/rethinking-transparency-and-rigor-from-a.md @@ -0,0 +1,65 @@ +{ + "timestamp": "10/23/2023 12:52:00", + "title": "Rethinking transparency and rigor from a qualitative open science perspective", + "link_to_resource": "https://doi.org/10.36850/mr7", + "creators": [ + "Crystal N. Steltenpohl", + "Hilary Lustick", + "Melanie S. Meyer", + "Lindsay Ellis Lee", + "Sondra M. Stegenga", + "Laurel Standiford Reyes", + "Rachel L. Renbarger" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Discussions around transparency in open science focus primarily on sharing data, materials, and coding schemes, especially as these practices relate to reproducibility. This fairly quantitative perspective of transparency does not align with all scientific methodologies. Indeed, qualitative researchers also care deeply about how knowledge is produced, what factors influence the research process, and how to share this information. Explicating a researcher\u2019s background and role allows researchers to consider their impact on the research process and interpretation of the data, thereby increasing both transparency and rigor. Researchers may engage in positionality and reflexivity in a variety of ways, and transparently sharing these steps allows readers to draw their own informed conclusions about the results and study as a whole. Imposing a limited, quantitatively-informed set of standards on all research can cause harm to researchers and the communities they work with if researchers are not careful in considering the impact of such standards. Our paper will argue the importance of avoiding strong defaults around transparency (e.g., always share data) and build upon previous work around qualitative open science. We explore how transparency in all aspects of our research can lend itself toward projecting and confirming the rigor of our work.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Transparency", + "Rigor", + "Qualitative", + "Quantitative" + ], + "forrt_clusters_new": "Qualitative Research, Conceptual and Statistical Knowledge, Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Qualitative approaches to open science, Philosophy of science, Transparency in qualitative research, Replication research, Preregistration and Registered reports, Reflexivity and positionality, Computational reproducibility", + "doi": "10.36850/mr7", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rethinking-transparency-and-rigor-from-a_2.md b/content/curated_resources/rethinking-transparency-and-rigor-from-a_2.md new file mode 100644 index 00000000000..d36be35294e --- /dev/null +++ b/content/curated_resources/rethinking-transparency-and-rigor-from-a_2.md @@ -0,0 +1,52 @@ +{ + "timestamp": "2/6/2025 4:52:22", + "title": "Rethinking Transparency and Rigor from a Qualitative Open Science Perspective", + "link_to_resource": "https://doi.org/10.36850/mr7", + "creators": [ + "Crystal N. Steltenpohl", + "Hilary Lustick", + "Melanie S. Meyer", + "Lindsay Ellis Lee", + "Sondra M. Stegenga", + "Laurel Standiford Reyes", + "and Rachel L. Renbarger" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Discussions around transparency in open science focus primarily on sharing data, materials, and coding schemes, especially as these practices relate to reproducibility. This fairly quantitative perspective of transparency does not align with all scientific methodologies. Indeed, qualitative researchers also care deeply about how knowledge is produced, what factors influence the research process, and how to share this information. Explicating a researcher\u2019s background and role allows researchers to consider their impact on the research process and interpretation of the data, thereby increasing both transparency and rigor. Researchers may engage in positionality and reflexivity in a variety of ways, and transparently sharing these steps allows readers to draw their own informed conclusions about the results and study as a whole. Imposing a limited, quantitatively-informed set of standards on all research can cause harm to researchers and the communities they work with if researchers are not careful in considering the impact of such standards. Our paper will argue the importance of avoiding strong defaults around transparency (e.g., always share data) and build upon previous work around qualitative open science. We explore how transparency in all aspects of our research can lend itself toward projecting and confirming the rigor of our work.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "Open Science", + "Transparency", + "Rigor", + "Qualitative", + "Quantitative" + ], + "forrt_clusters_new": "Qualitative Research, Conceptual and Statistical Knowledge, Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Qualitative approaches to open science, Philosophy of science, Transparency in qualitative research, Replication research, Preregistration and Registered reports, Reflexivity and positionality, Computational reproducibility", + "doi": "10.36850/mr7", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/retiring-popper-critical-realism-falsifi.md b/content/curated_resources/retiring-popper-critical-realism-falsifi.md new file mode 100644 index 00000000000..76c87e20b2d --- /dev/null +++ b/content/curated_resources/retiring-popper-critical-realism-falsifi.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/13/2025 6:33:51", + "title": "Retiring Popper: Critical realism, falsificationism, and the crisis of replication", + "link_to_resource": "https://doi.org/10.1177/09593543241250079", + "creators": [ + "Robert Archer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The recent so-called crisis of replication continues to dominate psychology\u2019s methodological landscape. It is argued here that the apparent renaissance of Popperian thinking that characterises some of the key responses to the crisis of replication is fundamentally flawed. In essence, there is a serious lack of any sustained and rigorous treatment of ontology that underpins much of the current debate about replication and Popper\u2019s falsificationist approach. The overriding problem is that the replication debate reflects the methodologist tendency for mainstream psychologists to avoid or gloss over crucial ontological questions. In contradistinction, this article (a) underscores the primacy of ontology; (b) delineates and applies a critical realist stratified ontology to psychology; (c) utilises the latter as a springboard from which to argue for Popper\u2019s methodological \u201cretirement\u201d; and (d) revindicates the indispensability of context and the subtlety of psychological phenomena in arguing for the intrinsic limits of replication and experimentalism in general.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Context", + "Critical Realism", + "Essentialism", + "Falsificationism", + "Popper", + "Replication" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.1177/09593543241250079", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/retraction-watch-michael-lacour-archives.md b/content/curated_resources/retraction-watch-michael-lacour-archives.md new file mode 100644 index 00000000000..fe1b71eba1e --- /dev/null +++ b/content/curated_resources/retraction-watch-michael-lacour-archives.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-08T09:04:29.640Z", + "title": "Retraction Watch: Michael LaCour archives", + "link_to_resource": "http://retractionwatch.com/category/by-author/lacour/", + "creators": [ + "Alison McCook" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "How easy is it to change people\u2019s minds? In 2014, a Science study suggested that a short conversation could have a lasting impact on people\u2019s opinions about gay marriage \u2013 but left readers disappointed when it was retracted only months later, after the first author admitted to falsifying some of the details of the study, including data collection. We found out about the problems with the paper thanks to Joshua Kalla at the University of California, Berkeley and David Broockman at Stanford University, who tried to repeat the remarkable findings. Last week, Kalla and Broockman published a Science paper suggesting what the 2014 paper showed was, in fact, correct \u2013 they found that 10-minute conversations about the struggles facing transgender people reduced prejudices against them for months afterwards. We spoke with Kalla and Broockman about the remarkable results from their paper, and the shadow of the earlier retraction.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Scientific Misconduct: Fabrication and Falsification", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/review-of-four-preregistration-registrie.md b/content/curated_resources/review-of-four-preregistration-registrie.md new file mode 100644 index 00000000000..a36429be5b6 --- /dev/null +++ b/content/curated_resources/review-of-four-preregistration-registrie.md @@ -0,0 +1,47 @@ +{ + "timestamp": "12/18/2023 17:13:52", + "title": "Review of Four Preregistration Registries for Special Education Researchers", + "link_to_resource": "https://doi.org/10.1177/07419325231160293", + "creators": [ + "Jesse I. Fleming", + "Alan S. McLucas", + "Bryan G. Cook" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Preregistration involves researchers publicly registering key study elements before conducting a study to increase the transparency of research and limit the use and impact of questionable research practices. To support special education researchers\u2019 engagement with preregistrations, in this article we provide an overview of preregistration and systematically review four preregistration registries (Open Science Framework, Registry of Efficacy and Effectiveness Studies, AsPredicted, and ClinicalTrials). Each of the registry templates reviewed effectively addresses most questionable research practices and can accommodate a variety of research designs, with the exception of mixed-methods research. Among the benefits of Registry of Efficacy and Effectiveness Studies, Open Science Framework, and ClinicalTrials are the provision of highly specific templates and allowing users to update the preregistration when changes to the original study occur. Researchers can use this review to help select and use a registry that is appropriate for their study design and purpose.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Change", + "Innovation", + "Legal Issues", + "Policy Issues", + "Research Methodology" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.1177/07419325231160293", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/reviewer-bias-against-replication-resear.md b/content/curated_resources/reviewer-bias-against-replication-resear.md new file mode 100644 index 00000000000..8c539300a2d --- /dev/null +++ b/content/curated_resources/reviewer-bias-against-replication-resear.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-10T19:05:29.504Z", + "title": "Reviewer Bias Against Replication Research", + "link_to_resource": "https://search.proquest.com/docview/1292304227?pq-origsite=gscholar&fromopenview=true&imgSeq=1", + "creators": [ + "Neuliep", + "J W; Crandall", + "R." + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Social science journal reviewers (N=8) responded to questionnaires regarding their reviewing history, and attitudes towards and perception of replication studies. Results indicate that reviewers are biased against replication studies and toward studies demonstrating some new effects. Several reviewers indicated that replications are a waste of time and journal space.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/revisiting-the-replication-crisis-withou.md b/content/curated_resources/revisiting-the-replication-crisis-withou.md new file mode 100644 index 00000000000..46025ad1824 --- /dev/null +++ b/content/curated_resources/revisiting-the-replication-crisis-withou.md @@ -0,0 +1,49 @@ +{ + "timestamp": "2/13/2025 9:32:48", + "title": "Revisiting the replication crisis without false positives", + "link_to_resource": "https://doi.org/10.31235/osf.io/rkyf7", + "creators": [ + "Joseph Bak-Coleman", + "Richard Mann", + "Carl Bergstrom", + "Kevin Gross", + "Jevin West" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Efforts to replicate portions of the scientific literature have lead to widely varying and often low rates of replicability. This has raised concerns over a ``replication crisis'' whereby many of the statistically significant claims in the published literature are thought to be false positives, due to some combination of publication bias and widespread use of questionable research practices. However, formal meta-scientific models invoking false positives lead to conclusions that often conflict with observational findings and require additional assumptions to reconcile varying rates of replicability across areas of research. Here, we present a minimal, alternative model of how replication failures can occur even in the absence of false positives. Using our model, we show that variation in estimates of replicability across social science is well explained as an artifact of replication sample size. We additionally demonstrate that key features of reformed science and multi-site replications can be explained without false positives. Our results are consistent with evidence suggesting that file-drawer sizes are likely much smaller, and Questionable Research Practices less abundant, than required by false positive models. We anticipate our findings will be a starting point for more formal and nuanced discussion of the health of the scientific literature and areas for improvement.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Meta-Scientific Models", + "Metascience", + "Replication", + "Reproducibility", + "Statistics." + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution, Replication and meta-research", + "forrt_sub_clusters": "Meta-research, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.31235/osf.io/rkyf7", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rewarding-replications-a-sure-and-simple.md b/content/curated_resources/rewarding-replications-a-sure-and-simple.md new file mode 100644 index 00000000000..03687891393 --- /dev/null +++ b/content/curated_resources/rewarding-replications-a-sure-and-simple.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-05T19:31:32.930Z", + "title": "Rewarding Replications: A Sure and Simple Way to Improve Psychological Science", + "link_to_resource": "https://doi.org/10.1177/1745691612462586", + "creators": [ + "Sander L Koole", + "Dani\u00ebl Lakens" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Although replications are vital to scientific progress, psychologists rarely engage in systematic replication efforts. In this article, we consider psychologists\u2019 narrative approach to scientific publications as an underlying reason for this neglect and propose an incentive structure for replications within psychology. First, researchers need accessible outlets for publishing replications. To accomplish this, psychology journals could publish replication reports in files that are electronically linked to reports of the original research. Second, replications should get cited. This can be achieved by cociting replications along with original research reports. Third, replications should become a valued collaborative effort. This can be realized by incorporating replications in teaching programs and by stimulating adversarial collaborations. The proposed incentive structure for replications can be developed in a relatively simple and cost-effective manner. By promoting replications, this incentive structure may greatly enhance the dependability of psychology\u2019s knowledge base.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1177/1745691612462586", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/richard-mcelreath.md b/content/curated_resources/richard-mcelreath.md new file mode 100644 index 00000000000..6481557acf1 --- /dev/null +++ b/content/curated_resources/richard-mcelreath.md @@ -0,0 +1,38 @@ +{ + "timestamp": "11/21/2020 7:21:40", + "title": "Richard McElreath", + "link_to_resource": "https://www.youtube.com/channel/UCNJK6_DZvcMqNSzQdEkzvzA/videos", + "creators": [ + "Richard McElreath" + ], + "material_type": [ + "Videos" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A series of youtube videos about his book on statistical rethinking and Bayesian statistics", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Bayesian statistics" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rigor-and-reproducibility.md b/content/curated_resources/rigor-and-reproducibility.md new file mode 100644 index 00000000000..7eef1e418c9 --- /dev/null +++ b/content/curated_resources/rigor-and-reproducibility.md @@ -0,0 +1,40 @@ +{ + "timestamp": "01/01/2020", + "title": "Rigor and Reproducibility", + "link_to_resource": "https://grants.nih.gov/reproducibility/index.htm", + "creators": [ + "NIH" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The information provided on this website is designed to assist the extramural community in addressing rigor and transparency in NIH grant applications and progress reports. Scientific rigor and transparency in conducting biomedical research is key to the successful application of knowledge toward improving health outcomes.\n \nDefinition\nScientific rigor is the strict application of the scientific method to ensure unbiased and well-controlled experimental design, methodology, analysis, interpretation and reporting of results. \n \nGoals\nThe NIH strives to exemplify and promote the highest level of scientific integrity, public accountability, and social responsibility in the conduct of science. Grant applications instructions and the criteria by which reviewers are asked to evaluate the scientific merit of the application are intended to:\n \n\u00e2\u20ac\u00a2 ensure that NIH is funding the best and most rigorous science,\n\u00e2\u20ac\u00a2 highlight the need for applicants to describe details that may have been previously overlooked,\n\u00e2\u20ac\u00a2 highlight the need for reviewers to consider such details in their reviews through updated review language, and\n\u00e2\u20ac\u00a2 minimize additional burden.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Policy", + "Reproducibility" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rigor-champions-and-resources.md b/content/curated_resources/rigor-champions-and-resources.md new file mode 100644 index 00000000000..1a9794faf6e --- /dev/null +++ b/content/curated_resources/rigor-champions-and-resources.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Rigor Champions and Resources", + "link_to_resource": "https://www.ninds.nih.gov/current-research/trans-agency-activities/rigor-transparency/rigor-champions-and-resources", + "creators": [ + "National Institutes of Health" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Efforts to Instill the Fundamental Principles of Rigorous ResearchRigorous experimental procedures and transparent reporting of research results are vital to the continued success of the biomedical enterprise at both the preclinical and the clinical levels; therefore, NINDS convened major stakeholders in October 2018 to discuss how best to encourage rigorous biomedical research practices. The attendees discussed potential improvements to current training resources meant to instill the principles of rigorous research in current and future scientists, ideal attributes of a potential new educational resource, and cultural factors needed to ensure the success of such training. Please see the event website for more information about this workshop, including video recordings of the discussion, or the recent publication summarizing the workshop.Rigor ChampionsAs described in this publication, enthusiastic individuals (\"champions\") who want to drive improvements in rigorous research practices, transparent reporting, and comprehensive education may come from all career stages and sectors, including undergraduate students, graduate students, postdoctoral fellows, researchers, educators, institutional leaders, journal editors, scientific societies, private industry, and funders. We encouraged champions to organize themselves into intra- and inter-institutional communities to effect change within and across scientific institutions. These communities can then share resources and best practices, propose changes to current training and research infrastructure, build new tools to support better research practices, and support rigorous research on a daily basis.If you are interested learning more, you can join this grassroots online workspace or email us at RigorChampions@nih.gov.Rigor ResourcesIn order to understand the current landscape of training in the principles of rigorous research, NINDS is gathering a list of public resources that are, or can be made, freely accessible to the scientific community and beyond. We hope that compiling these resources will help identify gaps in training and stimulate discussion about proposed improvements and the building of new resources that facilitate training in transparency and other rigorous research practices. Please peruse the resources compiled thus far below, and contact us at RigorChampions@nih.gov to let us know about other potential resources.NINDS does not endorse any of these resources and leaves it to the scientific community to judge their quality.Resources TableCategories of resources listed in the table include Books and Articles, Guidelines and Protocols, Organizations and Training Programs, Software and Other Digital Resources, and Videos and Courses.", + "language": [ + "English" + ], + "conditions_of_use": "public-domain", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility", + "Research Administration", + "Research Integrity", + "Rigor" + ], + "forrt_clusters_new": "Research Integrity, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Education and Training in Research Integrity", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rigorous-exploration-in-a-model-centric.md b/content/curated_resources/rigorous-exploration-in-a-model-centric.md new file mode 100644 index 00000000000..4438edf18f5 --- /dev/null +++ b/content/curated_resources/rigorous-exploration-in-a-model-centric.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/27/2025 6:33:55", + "title": "Rigorous Exploration in a Model-Centric Science via Epistemic Iteration", + "link_to_resource": "https://doi.org/10.1037/mac0000121", + "creators": [ + "Berna Devezer and Erkan O. Buzbas" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Urgent attention is needed to address generalizability problems in psychology. However, the current dominant paradigm centered on dichotomous results and rapid discoveries cannot provide the solution because of its theoretical inadequacies. We propose a paradigm shift toward a model-centric science, which provides the sophistication to understand the sources of generalizability and promote systematic exploration. In a model-centric paradigm, scientific activity involves iteratively building and refining theoretical, empirical, and statistical models that communicate with each other. This approach is transparent and efficient in addressing generalizability issues. We illustrate the nature of scientific activity in a model-centric system and its potential for advancing the field of psychology.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Generalizability", + "Modeling", + "Model-Centric", + "Result-Centric", + "Exploration" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Exploratory and confirmatory analyses, Philosophy of science", + "doi": "10.1037/mac0000121", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rigorous-reproducible-research-practices.md b/content/curated_resources/rigorous-reproducible-research-practices.md new file mode 100644 index 00000000000..8fb712c6d68 --- /dev/null +++ b/content/curated_resources/rigorous-reproducible-research-practices.md @@ -0,0 +1,46 @@ +{ + "timestamp": "10/14/2021 16:31:28", + "title": "Rigorous & Reproducible Research Practices", + "link_to_resource": "https://osf.io/8bxau/", + "creators": [ + "Heather Urry" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "How do you know whether the quantitative research you\u2019re consuming and producing is rigorous and reproducible? This course will draw on contemporary perspectives to help you answer this question. We'll discuss the whys and hows of statistical inference and transparent research practices (e.g., sample size planning, preregistration, sharing data and materials), and best practices for reporting and evaluating research. We'll also consider thorny issues surrounding conducting and evaluating replication research, giving and responding to scientific criticism, and the everyday incentives that shape scientists' behavior. Students will come away having developed a principled understanding of relevant concepts and a set of concrete tools for producing and consuming high quality science. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research", + "Academic Life and Culture" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Ethics" + ], + "forrt_clusters_new": "Pre-analysis Planning, Conceptual and Statistical Knowledge, Replication and meta-research", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences., Preregistration, Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/riot-science-club.md b/content/curated_resources/riot-science-club.md new file mode 100644 index 00000000000..03651820dc9 --- /dev/null +++ b/content/curated_resources/riot-science-club.md @@ -0,0 +1,46 @@ +{ + "timestamp": "10/29/2020 13:08:48", + "title": "RIOT science club", + "link_to_resource": "https://www.youtube.com/c/RIOTScienceClub/videos", + "creators": [ + "RIOT" + ], + "material_type": [ + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A videos that discusses world-leading open science", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Open science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/riposte-a-framework-for-improving-the-de.md b/content/curated_resources/riposte-a-framework-for-improving-the-de.md new file mode 100644 index 00000000000..3a78ef713f6 --- /dev/null +++ b/content/curated_resources/riposte-a-framework-for-improving-the-de.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-08T18:45:37.869Z", + "title": "RIPOSTE: A Framework for Improving the Design and Analysis of Laboratory-Based Research", + "link_to_resource": "https://doi.org/10.7554/eLife.05519", + "creators": [ + "Masca et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Lack of reproducibility is an ongoing problem in some areas of the biomedical sciences. Poor experimental design and a failure to engage with experienced statisticians at key stages in the design and analysis of experiments are two factors that contribute to this problem. The RIPOSTE (Reducing IrreProducibility in labOratory STudiEs) framework has been developed to support early and regular discussions between scientists and statisticians in order to improve the design, conduct and analysis of laboratory studies and, therefore, to reduce irreproducibility. This framework is intended for use during the early stages of a research project, when specific questions or hypotheses are proposed. The essential points within the framework are explained and illustrated using three examples (a medical equipment test, a macrophage study and a gene expression study). Sound study design minimises the possibility of bias being introduced into experiments and leads to higher quality research with more reproducible results.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.7554/eLife.05519", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/risk-of-bias-in-reports-of-in-vivo-resea.md b/content/curated_resources/risk-of-bias-in-reports-of-in-vivo-resea.md new file mode 100644 index 00000000000..043a05297b2 --- /dev/null +++ b/content/curated_resources/risk-of-bias-in-reports-of-in-vivo-resea.md @@ -0,0 +1,64 @@ +{ + "timestamp": "01/01/2020", + "title": "Risk of Bias in Reports of In Vivo Research: A Focus for Improvement", + "link_to_resource": "https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.1002273", + "creators": [ + "Aaron Lawson McLean", + "Aikaterini Kyriakopoulou", + "Andrew Thomson", + "Aparna Potluru", + "Arno de Wilde", + "Cristina Nunes-Fonseca", + "David W. Howells", + "Emily S. Sena", + "Gillian L. Currie", + "Hanna Vesterinen", + "Julija Baginskitae", + "Kieren Egan", + "Leonid Churilov", + "Malcolm R. Macleod", + "Nicki Sherratt", + "Rachel Hemblade", + "Stylianos Serghiou", + "Theo Hirst", + "Zsanett Bahor" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The reliability of experimental findings depends on the rigour of experimental design. Here we show limited reporting of measures to reduce the risk of bias in a random sample of life sciences publications, significantly lower reporting of randomisation in work published in journals of high impact, and very limited reporting of measures to reduce the risk of bias in publications from leading United Kingdom institutions. Ascertainment of differences between institutions might serve both as a measure of research quality and as a tool for institutional efforts to improve research quality.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Bibliometrics", + "Experimental Design", + "Publishing", + "Research Assessment", + "Research Quality Assessment", + "Research Validity", + "Scientific Publishing", + "Scientists", + "Systematic Reviews" + ], + "forrt_clusters_new": "Replication and meta-research, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences., Meta-research", + "doi": "10.1371/journal.pbio.1002273", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rluk22-keynote-kaitlin-thaney-invest-in.md b/content/curated_resources/rluk22-keynote-kaitlin-thaney-invest-in.md new file mode 100644 index 00000000000..857ecb8745f --- /dev/null +++ b/content/curated_resources/rluk22-keynote-kaitlin-thaney-invest-in.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/20/2025 5:17:54", + "title": "RLUK22 | Keynote - Kaitlin Thaney, Invest in Open Infrastructure", + "link_to_resource": "https://www.youtube.com/watch?v=GjcqZBalcwY&t=527s", + "creators": [ + "Kaitlin Thaney" + ], + "material_type": [ + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "These past two years have shown us the increased need and demand for investments in openness across all areas of research and scholarship -- from content and data to the underlying systems that make those discoveries available and accessible to the world. Invest in Open Infrastructure is an initiative dedicated to improving the funding and resourcing for those underlying technologies and systems. This talk examines higher education's complicated relationship with research infrastructure, and look at critical issues and questions surrounding the tools and providers underpinning open knowledge.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Open Science", + "Research Infrastructure" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/robust-modeling-in-cognitive-science.md b/content/curated_resources/robust-modeling-in-cognitive-science.md new file mode 100644 index 00000000000..d638bbd65a0 --- /dev/null +++ b/content/curated_resources/robust-modeling-in-cognitive-science.md @@ -0,0 +1,65 @@ +{ + "timestamp": "10/23/2023 12:23:14", + "title": "Robust Modeling in Cognitive Science", + "link_to_resource": "https://doi.org/10.1007/s42113-019-00029-y", + "creators": [ + "Michael D. Lee", + "Amy H. Criss", + "Berna Devezer", + "Christopher Donkin", + "Alexander Etz", + "F\u00e1bio P. Leite", + "Dora Matzke", + "Jeffrey N. Rouder", + "Jennifer S. Trueblood", + "Corey N. White & Joachim Vandekerckhove" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In an attempt to increase the reliability of empirical findings, psychological scientists have recently proposed a number of changes in the practice of experimental psychology. Most current reform efforts have focused on the analysis of data and the reporting of findings for empirical studies. However, a large contingent of psychologists build models that explain psychological processes and test psychological theories using formal psychological models. Some, but not all, recommendations borne out of the broader reform movement bear upon the practice of behavioral or cognitive modeling. In this article, we consider which aspects of the current reform movement are relevant to psychological modelers, and we propose a number of techniques and practices aimed at making psychological modeling more transparent, trusted, and robust.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Robustness", + "Cognitive Modeling", + "Open Science", + "Reproducibility" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Study Design", + "doi": "10.1007/s42113-019-00029-y", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rpm-an-open-source-rotation-platform-for.md b/content/curated_resources/rpm-an-open-source-rotation-platform-for.md new file mode 100644 index 00000000000..9366238165c --- /dev/null +++ b/content/curated_resources/rpm-an-open-source-rotation-platform-for.md @@ -0,0 +1,52 @@ +{ + "timestamp": "11/6/2023 12:27:04", + "title": "RPM: An open-source Rotation Platform for open- and closed-loop vestibular stimulation in head-fixed Mice", + "link_to_resource": "https://doi.org/10.1016/j.jneumeth.2023.110002", + "creators": [ + "Xavier Cano-Ferrer", + "Alexandra Tran-Van-Minh", + "Ede Rancz" + ], + "material_type": [ + "Interactive" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Head fixation allows the recording and presentation of controlled stimuli and is used to study neural processes underlying spatial navigation. However, it disrupts the head direction system because of the lack of vestibular stimulation. To overcome this limitation, we developed a novel rotation platform which can be driven by the experimenter (open-loop) or by animal movement (closed-loop). The platform is modular, affordable, easy to build and open source. Additional modules presented here include cameras for monitoring eye movements, visual virtual reality, and a micro-manipulator for positioning various probes for recording or optical interference. We demonstrate the utility of the platform by recording eye movements and showing the robust activation of head-direction cells. This novel experimental apparatus combines the advantages of head fixation and intact vestibular activity in the horizontal plane. The open-loop mode can be used to study e.g., vestibular sensory representation and processing, while the closed-loop mode allows animals to navigate in rotational space, providing a better substrate for 2-D navigation in virtual environments. The full build documentation is maintained at https://ranczlab.github.io/RPM/.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Vestibular", + "Virtual Reality", + "Navigation", + "Sensory Processing", + "Sensorimotor Processing", + "Eye Movements", + "Open Science", + "Open Hardware" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Free and open source software", + "doi": "10.1016/j.jneumeth.2023.110002", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/rstudio-cheatsheets.md b/content/curated_resources/rstudio-cheatsheets.md new file mode 100644 index 00000000000..deb4add264c --- /dev/null +++ b/content/curated_resources/rstudio-cheatsheets.md @@ -0,0 +1,61 @@ +{ + "timestamp": "01/01/2020", + "title": "RStudio Cheatsheets", + "link_to_resource": "https://www.rstudio.com/resources/cheatsheets/", + "creators": [ + "RStudio" + ], + "material_type": [ + "Student Guide" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "RStudio Cheatsheets\n\nThe cheatsheets below make it easy to use some of our favorite packages. Cheatsheets include the following topics: \n\nPython with R and Reticulate Cheatsheet: The reticulate package provides a comprehensive set of tools for interoperability between Python and R. With reticulate, you can call Python from R in a variety of ways including importing Python modules into R scripts, writing R Markdown Python chunks, sourcing Python scripts, and using Python interactively within the RStudio IDE. This cheatsheet will remind you how. \n\nFactors with forcats Cheatsheet: Factors are R\u2019s data structure for categorical data. The forcats package makes it easy to work with factors. This cheatsheet reminds you how to make factors, reorder their levels, recode their values, and more.\n\nTidy Evaluation with rlang Cheatsheet: Tidy Evaluation (Tidy Eval) is a framework for doing non-standard evaluation in R that makes it easier to program with tidyverse functions. Non-standard evaluation, better thought of as \u201cdelayed evaluation,\u201d lets you capture a user\u2019s R code to run later in a new environment or against a new data frame. The tidy evaluation framework is implemented by the rlang package and used by functions throughout the tidyverse. \n\nDeep Learning with Keras Cheatsheet: Keras is a high-level neural networks API developed with a focus on enabling fast experimentation. Keras supports both convolution based networks and recurrent networks (as well as combinations of the two), runs seamlessly on both CPU and GPU devices, and is capable of running on top of multiple back-ends including TensorFlow, CNTK, and Theano. \n\nDates and Times Cheatsheet: Lubridate makes it easier to work with dates and times in R. This lubridate cheatsheet covers how to round dates, work with time zones, extract elements of a date or time, parse dates into R and more. The back of the cheatsheet describes lubridate\u2019s three timespan classes: periods, durations, and intervals; and explains how to do math with date-times. \n\nWork with Strings Cheatsheet: The stringr package provides an easy to use toolkit for working with strings, i.e. character data, in R. This cheatsheet guides you through stringr\u2019s functions for manipulating strings. The back page provides a concise reference to regular expresssions, a mini-language for describing, finding, and matching patterns in strings. \n\nApply Functions Cheatsheet: The purrr package makes it easy to work with lists and functions. This cheatsheet will remind you how to manipulate lists with purrr as well as how to apply functions iteratively to each element of a list or vector. The back of the cheatsheet explains how to work with list-columns. With list columns, you can use a simple data frame to organize any collection of objects in R. \n\nData Import Cheatsheet: The Data Import cheatsheet reminds you how to read in flat files with http://readr.tidyverse.org/, work with the results as tibbles, and reshape messy data with tidyr. Use tidyr to reshape your tables into tidy data, the data format that works the most seamlessly with R and the tidyverse. \n\nData Transformation Cheatsheet: dplyr provides a grammar for manipulating tables in R. This cheatsheet will guide you through the grammar, reminding you how to select, filter, arrange, mutate, summarise, group, and join data frames and tibbles. \n\nSparklyr Cheatsheet: Sparklyr provides an R interface to Apache Spark, a fast and general engine for processing Big Data. With sparklyr, you can connect to a local or remote Spark session, use dplyr to manipulate data in Spark, and run Spark\u2019s built in machine learning algorithms. \n\nR Markdown Cheatsheet: R Markdown is an authoring format that makes it easy to write reusable reports with R. You combine your R code with narration written in markdown (an easy-to-write plain text format) and then export the results as an html, pdf, or Word file. You can even use R Markdown to build interactive documents and slideshows. \n\nRStudio IDE Cheatsheet: The RStudio IDE is the most popular integrated development environment for R. Do you want to write, run, and debug your own R code? Work collaboratively on R projects with version control? Build packages or create documents and apps? No matter what you do with R, the RStudio IDE can help you do it faster. This cheatsheet will guide you through the most useful features of the IDE, as well as the long list of keyboard shortcuts built into the RStudio IDE. \n\nShiny Cheatsheet: If you\u2019re ready to build interactive web apps with R, say hello to Shiny. This cheatsheet provides a tour of the Shiny package and explains how to build and customize an interactive app. Be sure to follow the links on the sheet for even more information. \n\nData Visualization Cheatsheet: The ggplot2 package lets you make beautiful and customizable plots of your data. It implements the grammar of graphics, an easy to use system for building plots. See docs.ggplot2.org for detailed examples. \n\nPackage Development Cheatsheet: The devtools package makes it easy to build your own R packages, and packages make it easy to share your R code. Supplement this cheatsheet with r-pkgs.had.co.nz, Hadley\u2019s book on package development.", + "language": [ + "English", + "Chinese", + "Dutch", + "French", + "German", + "Greek", + "Italian", + "Japanese", + "Korean", + "Portuguese", + "Spanish", + "Turkish", + "Ukrainian", + "Uzbek", + "Vietnamese" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Inside Your Classroom", + "Open Scholarship Tools and Technologies", + "R", + "Reproducibility", + "Researchers", + "RStudio", + "Workflow Tools" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Free and open source software", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/safeguard-power-as-a-protection-against.md b/content/curated_resources/safeguard-power-as-a-protection-against.md new file mode 100644 index 00000000000..4ac6766935e --- /dev/null +++ b/content/curated_resources/safeguard-power-as-a-protection-against.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-04T19:33:08.859Z", + "title": "Safeguard Power as a Protection Against Imprecise Power Estimates", + "link_to_resource": "https://doi.org/10.1177/1745691614528519", + "creators": [ + "Marco Perugini", + "Marcello Gallucci", + "and Giulio Costantini" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "An essential first step in planning a confirmatory or a replication study is to determine the sample size necessary to draw statistically reliable inferences using power analysis. A key problem, however, is that what is available is the sample-size estimate of the effect size, and its use can lead to severely underpowered studies when the effect size is overestimated. As a potential remedy, we introduce safeguard power analysis, which uses the uncertainty in the estimate of the effect size to achieve a better likelihood of correctly identifying the population effect size. Using a lower-bound estimate of the effect size, in turn, allows researchers to calculate a sample size for a replication study that helps protect it from being underpowered. We show that in most common instances, compared with nominal power, safeguard power is higher whereas standard power is lower. We additionally recommend the use of safeguard power analysis to evaluate the strength of the evidence provided by the original study.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1177/1745691614528519", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sailing-from-the-seas-of-chaos-into-the.md b/content/curated_resources/sailing-from-the-seas-of-chaos-into-the.md new file mode 100644 index 00000000000..023ddd67627 --- /dev/null +++ b/content/curated_resources/sailing-from-the-seas-of-chaos-into-the.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-27T16:30:04.307Z", + "title": "Sailing From the Seas of Chaos Into the Corridor of Stability: Practical Recommendations to Increase the Informational Value of Studies", + "link_to_resource": "https://doi.org/10.1177/1745691614528520", + "creators": [ + "Daniel Lakens and Ellen R K Evers" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Recent events have led psychologists to acknowledge that the inherent uncertainty encapsulated in an inductive science is amplified by problematic research practices. In this article, we provide a practical introduction to recently developed statistical tools that can be used to deal with these uncertainties when performing and evaluating research. In Part 1, we discuss the importance of accurate and stable effect size estimates as well as how to design studies to reach a corridor of stability around effect size estimates. In Part 2, we explain how, given uncertain effect size estimates, well-powered studies can be designed with sequential analyses. In Part 3, we (a) explain what p values convey about the likelihood that an effect is true, (b) illustrate how the v statistic can be used to evaluate the accuracy of individual studies, and (c) show how the evidential value of multiple studies can be examined with a p-curve analysis. We end by discussing the consequences of incorporating our recommendations in terms of a reduced quantity, but increased quality, of the research output. We hope that the practical recommendations discussed in this article will provide researchers with the tools to make important steps toward a psychological science that allows researchers to differentiate among all possible truths on the basis of their likelihood.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "10.1177/1745691614528520", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sample-size-in-psychological-research-ov.md b/content/curated_resources/sample-size-in-psychological-research-ov.md new file mode 100644 index 00000000000..fd529f2f990 --- /dev/null +++ b/content/curated_resources/sample-size-in-psychological-research-ov.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-03T20:29:52.405Z", + "title": "Sample Size in Psychological Research Over the Past 30 Years", + "link_to_resource": "https://doi.org/10.2466/03.11.pms.112.2.331-348", + "creators": [ + "Jacob M Marszalek", + "Carolyn Barber", + "Julie Kohlhart", + "Cooper B Holmes" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The American Psychological Association (APA) Task Force on Statistical Inference was formed in 1996 in response to a growing body of research demonstrating methodological issues that threatened the credibility of psychological research, and made recommendations to address them. One issue was the small, even dramatically inadequate, size of samples used in studies published by leading journals. The present study assessed the progress made since the Task Force's final report in 1999. Sample sizes reported in four leading APA journals in 1955, 1977, 1995, and 2006 were compared using nonparametric statistics, while data from the last two waves were fit to a hierarchical generalized linear growth model for more in-depth analysis. Overall, results indicate that the recommendations for increasing sample sizes have not been integrated in core psychological research, although results slightly vary by field. This and other implications are discussed in the context of current methodological critique and practice.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "10.2466/03.11.pms.112.2.331-348", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sample-size-justification-shiny-app.md b/content/curated_resources/sample-size-justification-shiny-app.md new file mode 100644 index 00000000000..24e9c9ee30c --- /dev/null +++ b/content/curated_resources/sample-size-justification-shiny-app.md @@ -0,0 +1,54 @@ +{ + "timestamp": "9/27/2023 9:42:30", + "title": "Sample Size Justification Shiny App", + "link_to_resource": "https://shiny.ieis.tue.nl/sample_size_justification/", + "creators": [ + "Dani\u00ebl Lakens" + ], + "material_type": [ + "Interactive" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This Shiny app accompanies the paper 'Sample Size Justification' by Dani\u00ebl Lakens. You can download the pre-print of this article at PsyArXiV and any sections in this online form that are unclear are explained in the paper. You can help to improve this app by providing feedback or suggest additions by filling out this feedback form . Note that this app will not store the information you enter if you close or refresh you browser. You might want to write down answers in a local text file first. For a completed example, see here .\n\nThe main goal of this app and the accompanying paper is to guide you through an evaluation of the informational value of a planned study. After filling out this form you can download a report of your sample size justification.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "researcher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Preregistration" + ], + "tags": [ + "Sample Size Justification", + "Study Planning" + ], + "forrt_clusters_new": "Pre-analysis Planning, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Study Design, Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sample-size-planning-for-more-accurate-s.md b/content/curated_resources/sample-size-planning-for-more-accurate-s.md new file mode 100644 index 00000000000..17d5494f4c1 --- /dev/null +++ b/content/curated_resources/sample-size-planning-for-more-accurate-s.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-28T14:55:21.462Z", + "title": "Sample-size planning for more accurate statistical power: A method adjusting sample effect sizes for publication bias and uncertainty. ", + "link_to_resource": "http://doi.org/10.1177/0956797617723724", + "creators": [ + "Anderson", + "S. F.", + "Kelley", + "K.", + "& Maxwell", + "S. E." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The sample size necessary to obtain a desired level of statistical power depends in part on the population value of the effect size, which is, by definition, unknown. A common approach to sample-size planning uses the sample effect size from a prior study as an estimate of the population value of the effect to be detected in the future study. Although this strategy is intuitively appealing, effect-size estimates, taken at face value, are typically not accurate estimates of the population effect size because of publication bias and uncertainty. We show that the use of this approach often results in underpowered studies, sometimes to an alarming degree. We present an alternative approach that adjusts sample effect sizes for bias and uncertainty, and we demonstrate its effectiveness for several experimental designs. Furthermore, we discuss an open-source R package, BUCSS, and user-friendly Web applications that we have made available to researchers so that they can easily implement our suggested methods.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "10.1177/0956797617723724", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sample-size-planning-for-statistical-pow.md b/content/curated_resources/sample-size-planning-for-statistical-pow.md new file mode 100644 index 00000000000..f2695431011 --- /dev/null +++ b/content/curated_resources/sample-size-planning-for-statistical-pow.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-28T13:22:58.221Z", + "title": "Sample Size Planning for Statistical Power and Accuracy in Parameter Estimation", + "link_to_resource": "https://doi.org/10.1146/annurev.psych.59.103006.093735", + "creators": [ + "Scott E. Maxwell", + "Ken Kelley and Joseph R. Rausch" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This review examines recent advances in sample size planning, not only from the perspective of an individual researcher, but also with regard to the goal of developing cumulative knowledge. Psychologists have traditionally thought of sample size planning in terms of power analysis. Although we review recent advances in power analysis, our main focus is the desirability of achieving accurate parameter estimates, either instead of or in addition to obtaining sufficient power. Accuracy in parameter estimation (AIPE) has taken on increasing importance in light of recent emphasis on effect size estimation and formation of confidence intervals. The review provides an overview of the logic behind sample size planning for AIPE and summarizes recent advances in implementing this approach in designs commonly used in psychological research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "10.1146/annurev.psych.59.103006.093735", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sample-size-planning-for-the-standardize.md b/content/curated_resources/sample-size-planning-for-the-standardize.md new file mode 100644 index 00000000000..c4359bb405b --- /dev/null +++ b/content/curated_resources/sample-size-planning-for-the-standardize.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-07T19:27:16.108Z", + "title": "Sample Size Planning for the Standardized Mean Difference: Accuracy in Parameter Estimation via Narrow Confidence Intervals", + "link_to_resource": "https://doi.org/10.1037/1082-989X.11.4.363", + "creators": [ + "Ken Kelley 1", + "Joseph R Rausch" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Methods for planning sample size (SS) for the standardized mean difference so that a narrow confidence interval (CI) can be obtained via the accuracy in parameter estimation (AIPE) approach are developed. One method plans SS so that the expected width of the CI is sufficiently narrow. A modification adjusts the SS so that the obtained CI is no wider than desired with some specified degree of certainty (e.g., 99% certain the 95% CI will be no wider than omega). The rationale of the AIPE approach to SS planning is given, as is a discussion of the analytic approach to CI formation for the population standardized mean difference. Tables with values of necessary SS are provided. The freely available Methods for the Behavioral, Educational, and Social Sciences (K. Kelley, 2006a) R (R Development Core Team, 2006) software package easily implements the methods discussed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "10.1037/1082-989X.11.4.363", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/scandal-in-scientific-reform-the-breakin.md b/content/curated_resources/scandal-in-scientific-reform-the-breakin.md new file mode 100644 index 00000000000..965b9b25090 --- /dev/null +++ b/content/curated_resources/scandal-in-scientific-reform-the-breakin.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/20/2025 5:59:03", + "title": "Scandal in scientific reform: the breaking and remaking of science", + "link_to_resource": "https://doi.org/10.1080/23299460.2024.2371172", + "creators": [ + "Bart Penders" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This perspective explores the Scientific Reform Movement and its links to scandalized claims, such as \u2018science is broken\u2019. It delves into the pivotal role of scandal in shaping and sustaining this movement, both rhetorically and politically and portrays scandals as powerful catalysts for change, driving formal requirements for rigor and transparency and giving rise to influential voices like the Center for Open Science. However, there are also potential negative consequences of scandalization, including risking public trust in science and harming careers. This leads to the question of whether reform can occur without the harmful effects of scandalization and ends with a proposal for a need for institutions to adopt a more adaptive and humble character to minimize, but not abandon scandals as a reform strategy.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Scandal", + "Scientific Reform", + "Repair", + "Moral Economy" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1080/23299460.2024.2371172", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/scanning-the-horizon-towards-transparent.md b/content/curated_resources/scanning-the-horizon-towards-transparent.md new file mode 100644 index 00000000000..8cca50889ee --- /dev/null +++ b/content/curated_resources/scanning-the-horizon-towards-transparent.md @@ -0,0 +1,49 @@ +{ + "timestamp": "2020-05-28T13:40:20.741Z", + "title": "Scanning the horizon: towards transparent and reproducible neuroimaging research", + "link_to_resource": "https://doi.org/10.1038/nrn.2016.167", + "creators": [ + "Russell A. Poldrack", + "Chris I. Baker", + "Joke Durnez", + "Krzysztof J. Gorgolewski", + "Paul M. Matthews", + "Marcus R. Munaf\u00f2", + "Thomas E. Nichols", + "Jean-Baptiste Poline", + "Edward Vul & Tal Yarkoni" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Functional neuroimaging techniques have transformed our ability to probe the neurobiological basis of behaviour and are increasingly being applied by the wider neuroscience community. However, concerns have recently been raised that the conclusions that are drawn from some human neuroimaging studies are either spurious or not generalizable. Problems such as low statistical power, flexibility in data analysis, software errors and a lack of direct replication apply to many fields, but perhaps particularly to functional MRI. Here, we discuss these problems, outline current and suggested best practices, and describe how we think the field should evolve to produce the most meaningful and reliable answers to neuroscientific questions.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Meta-research, Questionable research practices & their prevalence", + "doi": "10.1038/nrn.2016.167", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/scholarly-publishing-as-a-global-endeavo.md b/content/curated_resources/scholarly-publishing-as-a-global-endeavo.md new file mode 100644 index 00000000000..b16c4ed047e --- /dev/null +++ b/content/curated_resources/scholarly-publishing-as-a-global-endeavo.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2/27/2025 4:30:34", + "title": "Scholarly Publishing as a Global Endeavor: Leveraging Open Source Software for Bibliodiversity", + "link_to_resource": "https://scholarlykitchen.sspnet.org/2023/02/16/guest-post-scholarly-publishing-as-a-global-endeavor-leveraging-open-source-software-for-bibliodiversity/", + "creators": [ + "Mark Huskisson" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Each year, the Public Knowledge Project* (PKP) posts a very large, and rather dry, dataset at the Harvard Dataverse Project. This open data provides a summary of the known installations of PKP\u2019s open source publishing software around the world (OJS for journals, OMP for monographs, and OPS for preprints). When we released the data this year, a number of challenging questions were raised about the rapid growth of OJS in particular \u2013 quite rightly, as \u201copen means open\u201d and that includes being open to interrogation and challenge. But it also means, for many of us, a need for openness as we recalibrate and broaden our understanding of the current scholarly publishing landscape.", + "language": [ + "English", + "Spanish" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Diversity", + "Equity", + "Inclusion and Accessibility", + "Infrastructure", + "Open Access", + "Technology", + "Tools" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories, Reasons to share data and materials", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/school-psychology-annual-journal-update.md b/content/curated_resources/school-psychology-annual-journal-update.md new file mode 100644 index 00000000000..2e8bc4e0951 --- /dev/null +++ b/content/curated_resources/school-psychology-annual-journal-update.md @@ -0,0 +1,45 @@ +{ + "timestamp": "12/18/2024 8:29:05", + "title": "School Psychology Annual Journal Update: Revising Open Science Standards", + "link_to_resource": "https://doi.org/10.1037/spq0000623", + "creators": [ + "Robin S Codding" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "School Psychology is an outlet for research on children, youth, educators, and families that has scientific, practice, and policy implications for education and educational systems. In this editorial, annual updates are provided regarding journal impact, award winners, special topics, and editorial leadership, as well as reflections on how the journal engages in the open science process to promote transparency, rigor, and reproducibility in the science produced in the field of school psychology.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Journal Operations", + "Equity", + "Diveristy", + "Inclusion", + "Open Science" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Inclusion", + "doi": "10.1037/spq0000623", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/schools-should-teach-children-how-to-spo.md b/content/curated_resources/schools-should-teach-children-how-to-spo.md new file mode 100644 index 00000000000..132fd875cbd --- /dev/null +++ b/content/curated_resources/schools-should-teach-children-how-to-spo.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2/20/2025 9:32:26", + "title": "Schools \u2018should teach children how to spot conspiracy theories", + "link_to_resource": "https://www.telegraph.co.uk/news/2023/07/02/schools-teach-children-spot-conspiracy-theories-curriculum/?utm_medium=Social&utm_campaign=Echobox&utm_source=Twitter#Echobox=1688337338-1", + "creators": [ + "Catherine Lough" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Cambridge scholar says that lessons on identifying and debunking fake news should be on the national curriculum.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Education", + "Conspiracy Theories" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Science communication and public outreach", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/science-and-pseudoscience-bbc-radio-talk.md b/content/curated_resources/science-and-pseudoscience-bbc-radio-talk.md new file mode 100644 index 00000000000..c82834cc4a3 --- /dev/null +++ b/content/curated_resources/science-and-pseudoscience-bbc-radio-talk.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-16T07:21:04.327Z", + "title": "Science and Pseudoscience BBC Radio Talk", + "link_to_resource": "http://www.lse.ac.uk/philosophy/department-history/science-and-pseudoscience-overview-and-transcript/", + "creators": [ + "London School of Economics and Political Science" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Podcast" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A podcast about science and pseudoscience", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Podcast", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/science-for-progress-initiative.md b/content/curated_resources/science-for-progress-initiative.md new file mode 100644 index 00000000000..5c57a337497 --- /dev/null +++ b/content/curated_resources/science-for-progress-initiative.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/27/2025 5:47:38", + "title": "Science for Progress Initiative", + "link_to_resource": "https://www.povertyactionlab.org/initiative/science-progress-initiative", + "creators": [ + "Paul Niehaus", + "Heidi Williams", + "J-PAL" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The Science for Progress Initiative (SfPI) is designed to catalyze scientific research on the scientific process. SfPI's purpose is to produce rigorous, quantitative evidence from randomized evaluations on the most effective approaches to funding and supporting scientific research\u2014evidence that can inform both policy and practice.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Science for Progress Initiative", + "Scientific Process" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/science-isn-t-broken.md b/content/curated_resources/science-isn-t-broken.md new file mode 100644 index 00000000000..1fef054d167 --- /dev/null +++ b/content/curated_resources/science-isn-t-broken.md @@ -0,0 +1,58 @@ +{ + "timestamp": "10/6/2023 12:43:54", + "title": "Science isn't Broken", + "link_to_resource": "https://fivethirtyeight.com/features/science-isnt-broken/#part1", + "creators": [ + "Christie Aschwanden" + ], + "material_type": [ + "Interactive", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "If you follow the headlines, your confidence in science may have taken a hit lately. Peer review? More like self-review. An investigation in November uncovered a scam in which researchers were rubber-stamping their own work, circumventing peer review at five high-profile publishers. Scientific journals? Not exactly a badge of legitimacy, given that the International Journal of Advanced Computer Technology recently accepted for publication a paper titled \u201cGet Me Off Your Fucking Mailing List,\u201d whose text was nothing more than those seven words, repeated over and over for 10 pages. Two other journals allowed an engineer posing as Maggie Simpson and Edna Krabappel to publish a paper, \u201cFuzzy, Homogeneous Configurations.\u201d Revolutionary findings? Possibly fabricated. In May, a couple of University of California, Berkeley, grad students discovered irregularities in Michael LaCour\u2019s influential paper suggesting that an in-person conversation with a gay person could change how people felt about same-sex marriage. The journal Science retracted the paper shortly after, when LaCour\u2019s co-author could find no record of the data. Taken together, headlines like these might suggest that science is a shady enterprise that spits out a bunch of dressed-up nonsense. But I\u2019ve spent months investigating the problems hounding science, and I\u2019ve learned that the headline-grabbing cases of misconduct and fraud are mere distractions. The state of our science is strong, but it\u2019s plagued by a universal problem: Science is hard \u2014 really fucking hard.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Metascience", + "Scientific Method", + "P-values", + "Science", + "Health" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Scientific Misconduct: Fabrication and Falsification", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/science-literacy.md b/content/curated_resources/science-literacy.md new file mode 100644 index 00000000000..f818c0470a7 --- /dev/null +++ b/content/curated_resources/science-literacy.md @@ -0,0 +1,42 @@ +{ + "timestamp": "10/25/2020 3:00:22", + "title": "Science Literacy", + "link_to_resource": "https://www.coursera.org/learn/science-literacy", + "creators": [ + "University of Alberta" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "Fake news or good science? In a world where we have access to unlimited information, it is hard to sift through the echo chamber of opinions fueled by emotions and personal biases, rather than scientific evidence. Science Literacy will teach you about the process of science, how to think critically, how to differentiate science from pseudoscience, how indigenous wisdom can inform science, how to understand and design a scientific study, and how to critically evaluate scientific communication in the media. Every module will build your new skill-base with real life examples, and at the end of each module you will have to apply these skills to scientific questions, talking points and controversies in the world. Warning: this course requires an open mind and the ability to self-reflect.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Parent", + "Laypeople" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Scientific communication" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Philosophy of science, Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/science-of-psychological-phenomena-and-t.md b/content/curated_resources/science-of-psychological-phenomena-and-t.md new file mode 100644 index 00000000000..ab8305e7cf5 --- /dev/null +++ b/content/curated_resources/science-of-psychological-phenomena-and-t.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/20/2025 5:16:02", + "title": "Science of psychological phenomena and their testing.", + "link_to_resource": "https://psycnet.apa.org/doi/10.1037/amp0001362", + "creators": [ + "Iso-Ahola", + "S. E." + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "There is no crisis of replication and generalizability in psychological science, only misunderstanding or forgetting the fundamental nature of psychological phenomena and resultant implications for empirical testing. Stability\u2013variability is the central feature of every psychological phenomenon, meaning that brain\u2013mind interactions can only create stable patterns from which there will always be deviations. Psychological phenomena are not comparable to COVID-19 vaccines that were very effective (95%) initially for almost everyone for a long time. Replications cannot be the gatekeepers of scientific psychological knowledge, only constructive additions and explorations contributing to theory development and measurement improvement. Once a logically justified and theoretically well-developed hypothesis is presented, the phenomenon exists as long as one of the following conditions is true: (1) it has not been shown logically that the phenomenon cannot exist or (2) it has not been shown empirically that the phenomenon does not exist. Like in physics and other sciences, generalization to theory is critical in psychological science, but less important relative to hypothetical (phantom) populations. Initial COVID-19 vaccines were effective because they worked for the right theoretical reason, the mRNA mechanism. This central principle holds true for psychological phenomena as well, with findings generalizing to the theoretical explanation regarding the presence and manifestations of behaviors brought about by the brain\u2013mind interactions, or stated differently, generalization of psychological phenomena to specific behaviors and under specific conditions as proposed by the theory. Instead of the narrow focus on generalization to hypothetical populations, psychological phenomena and associated generalization could more productively be examined from the nine proposed perspectives. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Crisis", + "Variability", + "Generalizability", + "Replication" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Philosophy of science, Research design, sampling methods, & its implications for inferences.", + "doi": "10.1037/amp0001362", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/science-or-art-how-aesthetic-standards-g.md b/content/curated_resources/science-or-art-how-aesthetic-standards-g.md new file mode 100644 index 00000000000..dfa6afdd29b --- /dev/null +++ b/content/curated_resources/science-or-art-how-aesthetic-standards-g.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-06T19:09:00.928Z", + "title": "Science or art? How aesthetic standards grease the way through the publication bottleneck but undermine science.", + "link_to_resource": "https://doi.org/10.1177/1745691612457576", + "creators": [ + "Giner-Sorolla", + "R." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The current crisis in psychological research involves issues of fraud, replication, publication bias, and false positive results. I argue that this crisis follows the failure of widely adopted solutions to psychology\u2019s similar crisis of the 1970s. The untouched root cause is an information-economic one: Too many studies divided by too few publication outlets equals a bottleneck. Articles cannot pass through just by showing theoretical meaning and methodological rigor; their results must appear to support the hypothesis perfectly. Consequently, psychologists must master the art of presenting perfect-looking results just to survive in the profession. This favors aesthetic criteria of presentation in a way that harms science\u2019s search for truth. Shallow standards of statistical perfection distort analyses and undermine the accuracy of cumulative data; narrative expectations encourage dishonesty about the relationship between results and hypotheses; criteria of novelty suppress replication attempts. Concerns about truth in research are emerging in other sciences and may eventually descend on our heads in the form of difficult and insensitive regulations. I suggest a more palatable solution: to open the bottleneck, putting structures in place to reward broader forms of information sharing beyond the exquisite art of present-day journal publication.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1177/1745691612457576", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/scientific-apophenia-in-strategic-manage.md b/content/curated_resources/scientific-apophenia-in-strategic-manage.md new file mode 100644 index 00000000000..3769f6dc351 --- /dev/null +++ b/content/curated_resources/scientific-apophenia-in-strategic-manage.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-28T13:04:25.650Z", + "title": "Scientific apophenia in strategic management research: Significance tests & mistaken inference", + "link_to_resource": "https://doi.org/10.1002/smj.2459", + "creators": [ + "BRENT GOLDFARB and ANDREW A. KING" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This article uses distributional matching and posterior predictive checks to estimate the extent of false and inflated findings in empirical research on strategic management. Based on a sample of 300 papers in top outlets for research on strategic management, we estimate that if each study were repeated, 24\u201340 percent of significant coefficients would become insignificant at the five percent level. Our best guess is that for about half of these, the true coefficient is very close to 0. The remaining coefficients are likely directionally correct but inflated in magnitude. We offer several practical individual and field level suggestions for reducing scientific apophenia, that is, our tendency to find and publish evidence of order where none exists.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Meta-research, Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1002/smj.2459", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/scientific-reform-citation-politics-and.md b/content/curated_resources/scientific-reform-citation-politics-and.md new file mode 100644 index 00000000000..ab979a59dab --- /dev/null +++ b/content/curated_resources/scientific-reform-citation-politics-and.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/27/2025 6:36:23", + "title": "Scientific reform, citation politics and the bureaucracy of oblivion", + "link_to_resource": "https://doi.org/10.1162/qss_c_00274", + "creators": [ + "Berna Devezer", + "Bart Penders" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "n.a.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Citation Politics", + "Oblivion", + "Preregistration", + "Replication", + "Research Quality" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Citation Politics & Practices, Structures and incentives in academia", + "doi": "10.1162/qss_c_00274", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/scientific-utopia-i-opening-scientific-c.md b/content/curated_resources/scientific-utopia-i-opening-scientific-c.md new file mode 100644 index 00000000000..b84129b0a6c --- /dev/null +++ b/content/curated_resources/scientific-utopia-i-opening-scientific-c.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-05T19:05:30.819Z", + "title": "Scientific Utopia: I. Opening Scientific Communication", + "link_to_resource": "https://doi.org/10.1080/1047840X.2012.692215", + "creators": [ + "Brian A. Nosek & Yoav Bar-Anan" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Existing norms for scientific communication are rooted in anachronistic practices of bygone eras making them needlessly inefficient. We outline a path that moves away from the existing model of scientific communication to improve the efficiency in meeting the purpose of public science\u2014knowledge accumulation. We call for six changes: (a) full embrace of digital communication; (b) open access to all published research; (c) disentangling publication from evaluation; (d) breaking the \u201cone article, one journal\u201d model with a grading system for evaluation and diversified dissemination outlets; (e) publishing peer review; and (f) allowing open, continuous peer review. We address conceptual and practical barriers to change and provide examples showing how the suggested practices are being used already. The critical barriers to change are not technical or financial; they are social. Although scientists guard the status quo, they also have the power to change it.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1080/1047840X.2012.692215", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/scientific-utopia-ii-restructuring-incen.md b/content/curated_resources/scientific-utopia-ii-restructuring-incen.md new file mode 100644 index 00000000000..47729bb2c77 --- /dev/null +++ b/content/curated_resources/scientific-utopia-ii-restructuring-incen.md @@ -0,0 +1,41 @@ +{ + "timestamp": "01/01/2020", + "title": "Scientific Utopia: II. Restructuring Incentives and Practices to Promote Truth Over Publishability", + "link_to_resource": "https://journals.sagepub.com/doi/10.1177/1745691612459058", + "creators": [ + "Brian A. Nosek", + "Jeffrey R. Spies", + "Matt Motyl" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "An academic scientist\u2019s professional success depends on publishing. Publishing norms emphasize novel, positive results. As such, disciplinary incentives encourage design, analysis, and reporting decisions that elicit positive results and ignore negative results. Prior reports demonstrate how these incentives inflate the rate of false effects in published science. When incentives favor novelty over replication, false results persist in the literature unchallenged, reducing efficiency in knowledge accumulation. Previous suggestions to address this problem are unlikely to be effective. For example, a journal of negative results publishes otherwise unpublishable reports. This enshrines the low status of the journal and its content. The persistence of false findings can be meliorated with strategies that make the fundamental but abstract accuracy motive\u2014getting it right\u2014competitive with the more tangible and concrete incentive\u2014getting it published. This article develops strategies for improving scientific practices and knowledge accumulation that account for ordinary human motivations and biases.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Policy", + "Reproducibility" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Structures and incentives in academia", + "doi": "10.1177/1745691612459058", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/scientific-utopia-ii-restructuring-incen_2.md b/content/curated_resources/scientific-utopia-ii-restructuring-incen_2.md new file mode 100644 index 00000000000..6642f2e141d --- /dev/null +++ b/content/curated_resources/scientific-utopia-ii-restructuring-incen_2.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2020-06-03T20:52:02.806Z", + "title": "Scientific Utopia II. Restructuring incentives and practices to promote truth over publishability.", + "link_to_resource": "https://doi.org/10.1177/1745691612459058", + "creators": [ + "Nosek", + "B. A.", + "Spies", + "J. R.", + "& Motyl", + "M." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "An academic scientist\u2019s professional success depends on publishing. Publishing norms emphasize novel, positive results. As such, disciplinary incentives encourage design, analysis, and reporting decisions that elicit positive results and ignore negative results. Prior reports demonstrate how these incentives inflate the rate of false effects in published science. When incentives favor novelty over replication, false results persist in the literature unchallenged, reducing efficiency in knowledge accumulation. Previous suggestions to address this problem are unlikely to be effective. For example, a journal of negative results publishes otherwise unpublishable reports. This enshrines the low status of the journal and its content. The persistence of false findings can be meliorated with strategies that make the fundamental but abstract accuracy motive\u2014getting it right\u2014competitive with the more tangible and concrete incentive\u2014getting it published. This article develops strategies for improving scientific practices and knowledge accumulation that account for ordinary human motivations and biases", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), History of the replication crisis & credibility revolution", + "doi": "10.1177/1745691612459058", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/scientists-reputations-are-based-on-gett.md b/content/curated_resources/scientists-reputations-are-based-on-gett.md new file mode 100644 index 00000000000..5f6640d3a9e --- /dev/null +++ b/content/curated_resources/scientists-reputations-are-based-on-gett.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-26T14:52:25.107Z", + "title": "Scientists\u2019 Reputations Are Based on Getting It Right, Not Being Right", + "link_to_resource": "https://doi.org/10.1371/journal.pbio.1002460", + "creators": [ + "Charles R. Ebersole", + "Jordan R. Axt", + "Brian A. Nosek" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Replication is vital for increasing precision and accuracy of scientific claims. However, when replications \u201csucceed\u201d or \u201cfail,\u201d they could have reputational consequences for the claim\u2019s originators. Surveys of United States adults (N = 4,786), undergraduates (N = 428), and researchers (N = 313) showed that reputational assessments of scientists were based more on how they pursue knowledge and respond to replication evidence, not whether the initial results were true. When comparing one scientist that produced boring but certain results with another that produced exciting but uncertain results, opinion favored the former despite researchers\u2019 belief in more rewards for the latter. Considering idealized views of scientific practices offers an opportunity to address incentives to reward both innovation and verification.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.1371/journal.pbio.1002460", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/secondary-data-preregistration.md b/content/curated_resources/secondary-data-preregistration.md new file mode 100644 index 00000000000..c9eafd0e680 --- /dev/null +++ b/content/curated_resources/secondary-data-preregistration.md @@ -0,0 +1,57 @@ +{ + "timestamp": "01/01/2020", + "title": "Secondary Data Preregistration", + "link_to_resource": "https://osf.io/x4gzt/wiki/home/", + "creators": [ + "Alexander C. DeHaven", + "Andrew Hall", + "Brian Brown", + "Charles R. Ebersole", + "Courtney K. Soderberg", + "David Thomas Mellor", + "Elliott Kruse", + "Jerome Olsen", + "Jessica Kosie", + "K. D. Valentine", + "Lorne Campbell", + "Marjan Bakker", + "Olmo van den Akker", + "Pamela Davis-Kean", + "Rodica I. Damian", + "Sara J. Weston", + "Stuart J. Ritchie", + "Thuy-vy Ngugen", + "William J. Chopik" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Preregistration is the process of specifying project details, such as hypotheses, data collection procedures, and analytical decisions, prior to conducting a study. It is designed to make a clearer distinction between data-driven, exploratory work and a-priori, confirmatory work. Both modes of research are valuable, but are easy to unintentionally conflate. See the Preregistration Revolution for more background and recommendations.\n\nFor research that uses existing datasets, there is an increased risk of analysts being biased by preliminary trends in the dataset. However, that risk can be balanced by proper blinding to any summary statistics in the dataset and the use of hold out datasets (where the \"training\" and \"validation\" datasets are kept separate from each other). See this page for specific recommendations about \"split samples\" or \"hold out\" datasets. Finally, if those procedures are not followed, disclosure of possible biases can inform the researcher and her audience about the proper role any results should have (i.e. the results should be deemed mostly exploratory and ideal for additional confirmation).\n\nThis project contains a template for creating your preregistration, designed specifically for research using existing data. In the future, this template will be integrated into the OSF.", + "language": [ + "English" + ], + "conditions_of_use": "public-domain", + "primary_user": [ + "" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Aging Science", + "Open Science", + "Secondary Data Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning, Qualitative Research", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one., Secondary data analysis", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/seek-and-you-may-not-find-a-multi-instit.md b/content/curated_resources/seek-and-you-may-not-find-a-multi-instit.md new file mode 100644 index 00000000000..050c5cdf23c --- /dev/null +++ b/content/curated_resources/seek-and-you-may-not-find-a-multi-instit.md @@ -0,0 +1,50 @@ +{ + "timestamp": "1/13/2025 7:03:00", + "title": "Seek and you may (not) find: A multi-institutional analysis of where research data are shared", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0302426", + "creators": [ + "Lisa R. Johnston", + "Alicia Hofelich Mohr", + "Joel Herndon", + "Shawna Taylor", + "Jake R. Carlson", + "Lizhao Ge", + "Jennifer Moore", + "Jonathan Petters", + "Wendy Kozlowski", + "Cynthia Hudson Vitale" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Research data sharing has become an expected component of scientific research and scholarly publishing practice over the last few decades, due in part to requirements for federally funded research. As part of a larger effort to better understand the workflows and costs of public access to research data, this project conducted a high-level analysis of where academic research data is most frequently shared. To do this, we leveraged the DataCite and Crossref application programming interfaces (APIs) in search of Publisher field elements demonstrating which data repositories were utilized by researchers from six academic research institutions between 2012\u20132022. In addition, we also ran a preliminary analysis of the quality of the metadata associated with these published datasets, comparing the extent to which information was missing from metadata fields deemed important for public access to research data. Results show that the top 10 publishers accounted for 89.0% to 99.8% of the datasets connected with the institutions in our study. Known data repositories, including institutional data repositories hosted by those institutions, were initially lacking from our sample due to varying metadata standards and practices. We conclude that the metadata quality landscape for published research datasets is uneven; key information, such as author affiliation, is often incomplete or missing from source data repositories and aggregators. To enhance the findability, interoperability, accessibility, and reusability (FAIRness) of research data, we provide a set of concrete recommendations that repositories and data authors can take to improve scholarly metadata associated with shared datasets.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Data Sharing", + "Data Access", + "Data Repositiories" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories", + "doi": "10.1371/journal.pone.0302426", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/selective-and-mis-leading-economics-jour.md b/content/curated_resources/selective-and-mis-leading-economics-jour.md new file mode 100644 index 00000000000..3bcf98032c4 --- /dev/null +++ b/content/curated_resources/selective-and-mis-leading-economics-jour.md @@ -0,0 +1,46 @@ +{ + "timestamp": "12/12/2024 10:12:04", + "title": "Selective and (mis)leading economics journals: Meta-research evidence", + "link_to_resource": "https://doi.org/10.1111/joes.12598", + "creators": [ + "Zohid Askarov", + "Anthony Doucouliagos", + "Hristos Doucouliagos", + "T D Stanley" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "We assess statistical power and excess statistical significance among 31 leading economics general interest and field journals using 22,281 parameter estimates from 368 distinct areas of economics research. Median statistical power in leading economics journals is very low (only 7%), and excess statistical significance is quite high (19%). Power this low and excess significance this high raise serious doubts about the credibility of economics research. We find that 26% of all reported results have undergone some process of selection for statistical significance and 56% of statistically significant results were selected to be statistically significant. Selection bias is greater at the top five journals, where 66% of statistically significant results were selected to be statistically significant. A large majority of empirical evidence reported in leading economics journals is potentially misleading. Results reported to be statistically significant are about as likely to be misleading as not (falsely positive) and statistically nonsignificant results are much more likely to be misleading (falsely negative). We also compare observational to experimental research and find that the quality of experimental economic evidence is notably higher.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Credibility", + "Economic Journals", + "Excess Statistical Significance", + "Experimental Economics", + "Statistical Power" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1111/joes.12598", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/self-reported-checklists-and-quality-sco.md b/content/curated_resources/self-reported-checklists-and-quality-sco.md new file mode 100644 index 00000000000..95675d14b29 --- /dev/null +++ b/content/curated_resources/self-reported-checklists-and-quality-sco.md @@ -0,0 +1,53 @@ +{ + "timestamp": "12/12/2024 9:47:46", + "title": "Self-reported checklists and quality scoring tools in radiomics: a meta-research", + "link_to_resource": "https://doi.org/10.1007/s00330-023-10487-5", + "creators": [ + "Burak Kocak", + "Tugba Akinci D\u2019Antonoli", + "Ece Ates Kus", + "Ali Keles", + "Ahmet Kala", + "Fadime Kose", + "Mehmet Kadioglu", + "Sila Solak", + "Seyma Sunman", + "Zisan Hayriye Temiz" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Objective\nTo evaluate the use of reporting checklists and quality scoring tools for self-reporting purposes in radiomics literature.\n\nMethods\nLiterature search was conducted in PubMed (date, April 23, 2023). The radiomics literature was sampled at random after a sample size calculation with a priori power analysis. A systematic assessment for self-reporting, including the use of documentation such as completed checklists or quality scoring tools, was conducted in original research papers. These eligible papers underwent independent evaluation by a panel of nine readers, with three readers assigned to each paper. Automatic annotation was used to assist in this process. Then, a detailed item-by-item confirmation analysis was carried out on papers with checklist documentation, with independent evaluation of two readers.\n\nResults\nThe sample size calculation yielded 117 papers. Most of the included papers were retrospective (94%; 110/117), single-center (68%; 80/117), based on their private data (89%; 104/117), and lacked external validation (79%; 93/117). Only seven papers (6%) had at least one self-reported document (Radiomics Quality Score (RQS), Transparent Reporting of a multivariable prediction model for Individual Prognosis Or Diagnosis (TRIPOD), or Checklist for Artificial Intelligence in Medical Imaging (CLAIM)), with a statistically significant binomial test (p\u2009<\u20090.001). Median rate of confirmed items for all three documents was 81% (interquartile range, 6). For quality scoring tools, documented scores were higher than suggested scores, with a mean difference of\u2009\u2212\u20097.2 (standard deviation, 6.8).\n\nConclusion\nRadiomic publications often lack self-reported checklists or quality scoring tools. Even when such documents are provided, it is essential to be cautious, as the accuracy of the reported items or scores may be questionable.\n\nClinical relevance statement\nCurrent state of radiomic literature reveals a notable absence of self-reporting with documentation and inaccurate reporting practices. This critical observation may serve as a catalyst for motivating the radiomics community to adopt and utilize such tools appropriately, thereby fostering rigor, transparency, and reproducibility of their research, moving the field forward.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses" + ], + "tags": [ + "Radiomics", + "Research Quality", + "Self-Reporting", + "Reporting Checklists", + "Scoring Tools", + "Literature Review" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Tools to check yourself and others, Analysis and reporting in qualitative research", + "doi": "10.1007/s00330-023-10487-5", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/shall-we-really-do-it-again-the-powerful.md b/content/curated_resources/shall-we-really-do-it-again-the-powerful.md new file mode 100644 index 00000000000..eaebe59c385 --- /dev/null +++ b/content/curated_resources/shall-we-really-do-it-again-the-powerful.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-23T03:21:37.817Z", + "title": "Shall we really do it again? The powerful concept of replication is neglected in the social sciences", + "link_to_resource": "https://doi.org/10.1037/a0015108", + "creators": [ + "Stefan Schmidt" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Replication is one of the most important tools for the verification of facts within the empirical sciences. A detailed examination of the notion of replication reveals that there are many different meanings to this concept and the relevant procedures, but hardly any systematic literature. This paper analyzes the concept of replication from a theoretical point of view. It demonstrates that the theoretical demands are scarcely met in everyday work within the social sciences. Some demands are just not feasible, whereas others are constricted by restrictions relating to publication. A new classification scheme based on a functional approach that distinguishes between different types of replication is proposed. Next, it will be argued that replication addresses the important connection between existing and new knowledge. To do so it has to be applied explicitly and systematically. The paper ends with a description of procedures how this could be done and a set of recommendations how to handle the concept of replication in the future to exploit its potential to the full.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1037/a0015108", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sharestats-the-open-statistics-assessmen.md b/content/curated_resources/sharestats-the-open-statistics-assessmen.md new file mode 100644 index 00000000000..a66315bfd1f --- /dev/null +++ b/content/curated_resources/sharestats-the-open-statistics-assessmen.md @@ -0,0 +1,42 @@ +{ + "timestamp": "7/16/2025 3:58:24", + "title": "ShareStats - The open statistics assessment itembank", + "link_to_resource": "https://www.sharestats.nl", + "creators": [ + "Sharon Klinkenberg" + ], + "material_type": [ + "Asssessment" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "ShareStats is the world\u2019s largest public repository of open-source statistics assessment items, developed to support high-quality, data-informed education. This collaborative initiative brings together multiple Dutch universities and universities of applied sciences with the shared goal of improving the quality, efficiency, and fairness of statistics assessment. All materials\u2014primarily multiple-choice questions\u2014are openly licensed, peer-reviewed, and psychometrically validated, ensuring they are reliable and reusable across educational contexts. Hosted publicly on GitHub, ShareStats invites anyone to access, adapt, and contribute to its growing item bank. By promoting transparency, collaboration, and inclusivity in education, ShareStats embodies core open science values. It provides a robust resource for teachers, researchers, and policymakers to develop better assessments and advance statistical literacy on a broad scale.\n\n", + "language": [ + "English", + "Dutch" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Open Data and Materials" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training, Repositories", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sharing-brain-imaging-data-in-the-open-s.md b/content/curated_resources/sharing-brain-imaging-data-in-the-open-s.md new file mode 100644 index 00000000000..9d8a45e340e --- /dev/null +++ b/content/curated_resources/sharing-brain-imaging-data-in-the-open-s.md @@ -0,0 +1,63 @@ +{ + "timestamp": "12/12/2024 8:50:48", + "title": "Sharing brain imaging data in the Open Science era: how and why?", + "link_to_resource": "https://doi.org/10.1016/S2589-7500(24)00069-4", + "creators": [ + "Kathrin Giehl", + "PhD \u2219 Henk-Jan Mutsaerts", + "PhD \u2219 Kristien Aarts", + "PhD \u2219 Prof Frederik Barkhof", + "MD \u2219 Prof Svenja Caspers", + "PhDd \u2219 Ga\u00ebl Chetelat", + "PhD \u2219 Marie-Elisabeth Colin", + "MSc \u2219 Prof Emrah D\u00fczel", + "MD \u2219 Prof Giovanni B Frisoni", + "MD \u2219 Prof M Arfan Ikram", + "PhD \u2219 Prof Jorge Jovicich", + "PhD \u2219 Prof Silvia Morbelli", + "PhD", + "\u2219 Prof Wolfgang Oertel", + "MD \u2219 Christian Paret", + "PhD \u2219 Prof Daniela Perani", + "MD \u2219 Prof Petra Ritter", + "PhD \u2219 B\u00e0rbara Segura", + "PhD\u2219 Laura E M Wisse", + "PhD \u2219 Elke De Witte", + "PhD \u2219 Prof Stefano F Cappa", + "MD\u2219 Prof Thilo van Eimeren", + "MD" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The sharing of human neuroimaging data has great potential to accelerate the development of imaging biomarkers in neurological and psychiatric disorders; however, major obstacles remain in terms of how and why to share data in the Open Science context. In this Health Policy by the European Cluster for Imaging Biomarkers, we outline the current main opportunities and challenges based on the results of an online survey disseminated among senior scientists in the field. Although the scientific community fully recognises the importance of data sharing, technical, legal, and motivational aspects often prevent active adoption. Therefore, we provide practical advice on how to overcome the technical barriers. We also call for a harmonised application of the General Data Protection Regulation across EU countries. Finally, we suggest the development of a system that makes data count by recognising the generation and sharing of data as a highly valuable contribution to the community.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Brain imaging", + "data sharing" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Reasons not to share: Privacy and security considerations", + "doi": "10.1016/S2589-7500(24)00069-4", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sharing-detailed-research-data-is-associ.md b/content/curated_resources/sharing-detailed-research-data-is-associ.md new file mode 100644 index 00000000000..dd29e76f589 --- /dev/null +++ b/content/curated_resources/sharing-detailed-research-data-is-associ.md @@ -0,0 +1,50 @@ +{ + "timestamp": "01/01/2020", + "title": "Sharing Detailed Research Data Is Associated with Increased Citation Rate", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0000308", + "creators": [ + "Douglas B. Fridsma", + "Heather A. Piwowar", + "Roger S. Day" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Background Sharing research data provides benefit to the general scientific community, but the benefit is less obvious for the investigator who makes his or her data available. Principal Findings We examined the citation history of 85 cancer microarray clinical trial publications with respect to the availability of their data. The 48% of trials with publicly available microarray data received 85% of the aggregate citations. Publicly available data was significantly (p = 0.006) associated with a 69% increase in citations, independently of journal impact factor, date of publication, and author country of origin using linear regression. Significance This correlation between publicly available data and increased literature impact may further motivate investigators to share their detailed research data.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Bibliometrics", + "Cancers and Neoplasms", + "Citation Analysis", + "Clinical Trials (cancer Treatment)", + "Data", + "Internet", + "Linear Regression Analysis", + "Microarrays", + "Open Data", + "Scientific Publishing" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "10.1371/journal.pone.0000308", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/shifting-medical-education-the-impact-of.md b/content/curated_resources/shifting-medical-education-the-impact-of.md new file mode 100644 index 00000000000..22a450b0577 --- /dev/null +++ b/content/curated_resources/shifting-medical-education-the-impact-of.md @@ -0,0 +1,46 @@ +{ + "timestamp": "12/12/2024 9:40:41", + "title": "Shifting medical education: the impact of open educational resources", + "link_to_resource": "https://pubmed.ncbi.nlm.nih.gov/38175556/", + "creators": [ + "Stijn A Bos" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Medical education has undergone a transformative shift along with the integration of open educational resources (OERs) in recent years. Examining the impact through initiatives like Project Tulip, this article explores how OERs have revolutionized accessibility and collaboration in medical learning. OERs, exemplified by the University of Amsterdam's sharing of e-learning modules, break down financial barriers, making medical education freely accessible. This accessibility fosters personalized, convenient learning for a diverse student population. Unlike commercial publishers, OERs prioritize collaboration, reducing costs and promoting collective development. However, challenges persist in achieving widespread OER adoption, including navigating existing contracts and educator preferences. Quality, availability, and maintenance of open initiatives emerge as critical concerns. Despite these challenges, the shift towards OERs signifies a significant advancement in medical education, emphasizing collaboration, accessibility, and the need for a delicate balance in adoption.", + "language": [ + "Dutch" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Medical Education", + "Open Educational Resources (OER)", + "Project Tulip", + "Accessibility", + "Collaboration" + ], + "forrt_clusters_new": "Academic Structures and Institutions, FAIR data and materials", + "forrt_sub_clusters": "Accessibility, FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/shifting-the-culture-of-peer-review-with.md b/content/curated_resources/shifting-the-culture-of-peer-review-with.md new file mode 100644 index 00000000000..ef0e602e4b5 --- /dev/null +++ b/content/curated_resources/shifting-the-culture-of-peer-review-with.md @@ -0,0 +1,40 @@ +{ + "timestamp": "3/15/2025 10:43:02", + "title": "Shifting the culture of peer review with Reviewer Zero", + "link_to_resource": "https://forrt.org/educators-corner/016-reviewer-zero/", + "creators": [ + "Framework for Open and Reproducible Research Training" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "Reviewer Zero is a collective founded in 2020 to take concrete, data-driven, anti-racist action to improve the culture of scientific peer review. We were formed with guidance from SPARK Society \u2014 an organization that improves visibility and provides mentorship opportunities for cognitive scientists of color. Our broad aim is to change cultural norms in the peer review process, in order to improve the recruitment, retention, and advancement of minoritized scholars in psychology. Collectively, we are a group who has experienced hundreds of rejections and written hundreds of reviews. We\u2019ve received decision letters accepting and rejecting our work, and we have written decision letters accepting or rejecting others\u2019 work.", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Researchers" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Peer Review; Publishing; Bias in Peer Review; Diversity", + "Equity & Inclusion (DEI); Academic Culture Change; Early Career Researchers; Transparency" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Racism in science, Diversity in Academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/short-r-script-to-plot-effect-sizes-cohe.md b/content/curated_resources/short-r-script-to-plot-effect-sizes-cohe.md new file mode 100644 index 00000000000..00c75b8647e --- /dev/null +++ b/content/curated_resources/short-r-script-to-plot-effect-sizes-cohe.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-09T07:53:18.382Z", + "title": "Short R script to plot effect sizes (Cohen's d) and share overlapping are", + "link_to_resource": "http://rpsychologist.com/short-r-script-to-plot-effect-sizes-cohens-d-and-shade-overlapping-area", + "creators": [ + "Kristoffer Magnusson" + ], + "material_type": [ + "Reading", + "R code" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This blog describes how to plot effect sizes (Cohen's d) and shade overlapping area with R scripts", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog", + "Tutorial" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/short-sweet-and-problematic-the-rise-of.md b/content/curated_resources/short-sweet-and-problematic-the-rise-of.md new file mode 100644 index 00000000000..f1f8c981c6b --- /dev/null +++ b/content/curated_resources/short-sweet-and-problematic-the-rise-of.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-06T19:06:47.916Z", + "title": "Short, Sweet, and Problematic? The Rise of the Short Report in Psychological Science", + "link_to_resource": "https://doi.org/10.1177/1745691611427304", + "creators": [ + "Alison Ledgerwood", + "Jeffrey W. Sherman" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Our field has witnessed a rapid increase in the appeal and prevalence of the short report format over the last two decades. In this article, we discuss both the benefits and drawbacks of the trend toward shorter and faster publications. Although the short report format can help us cope with ever-increasing time constraints; ease the burden on hiring, promotion, and tenure committees; speed the publication of our findings; and promote the dissemination of research beyond the borders of our discipline, it can also exacerbate problems with publication bias and selective reporting, decrease theoretical integration within our science, and risk overemphasizing colorful effects relative to basic processes. In the face of these challenges, we believe it is essential to find ways to preserve the advantages of the short-and-fast approach while minimizing its disadvantages and while acknowledging the complementary and critical importance of longer articles in advancing the field.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1177/1745691611427304", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/should-preregistration-of-epidemiologic.md b/content/curated_resources/should-preregistration-of-epidemiologic.md new file mode 100644 index 00000000000..73c1c6b28d9 --- /dev/null +++ b/content/curated_resources/should-preregistration-of-epidemiologic.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/23/2023 12:08:26", + "title": "Should Preregistration of Epidemiologic Study Protocols Become Compulsory? Reflections and a Counterproposal", + "link_to_resource": "https://doi.org/10.1097/EDE.0b013e318245c05b", + "creators": [ + "Timothy L. Lash", + "Jan P. Vandenbroucke" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "There is an ongoing debate regarding preregistration of epidemiologic study protocols. We examine the basic idea that preregistration of study protocols and their associated hypotheses would enhance the reliability of observational research. We define instances in which preregistration would be useful, and we support a counter-proposal: a public registry containing descriptions of collected epidemiologic data.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Epidemiology", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1097/EDE.0b013e318245c05b", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/signaling-the-trustworthiness-of-science.md b/content/curated_resources/signaling-the-trustworthiness-of-science.md new file mode 100644 index 00000000000..0d10333a1c2 --- /dev/null +++ b/content/curated_resources/signaling-the-trustworthiness-of-science.md @@ -0,0 +1,42 @@ +{ + "timestamp": "01/01/2020", + "title": "Signaling the trustworthiness of science", + "link_to_resource": "https://www.pnas.org/doi/10.1073/pnas.1913039116", + "creators": [ + "Kathleen Hall Jamieson", + "Marcia McNutt", + "Richard Sever", + "Veronique Kiermer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Trust in science increases when scientists and the outlets certifying their work honor science\u2019s norms. Scientists often fail to signal to other scientists and, perhaps more importantly, the public that these norms are being upheld. They could do so as they generate, certify, and react to each other\u2019s findings: for example, by promoting the use and value of evidence, transparent reporting, self-correction, replication, a culture of critique, and controls for bias. A number of approaches for authors and journals would lead to more effective signals of trustworthiness at the article level. These include article badging, checklists, a more extensive withdrawal ontology, identity verification, better forward linking, and greater transparency.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "OSKB" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1073/pnas.1913039116", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/significance-tests-have-their-place.md b/content/curated_resources/significance-tests-have-their-place.md new file mode 100644 index 00000000000..1ba947359b8 --- /dev/null +++ b/content/curated_resources/significance-tests-have-their-place.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-03T19:29:18.431Z", + "title": "Significance tests have their place", + "link_to_resource": "https://doi.org/10.1111/j.1467-9280.1997.tb00535.x", + "creators": [ + "Richard J. Harris" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Null-hypothesis significance tests (NHST), properly used, tell us whether we have sufficient evidence to be confident of the sign of the population effect\u2013but only if we abandon two-valued logic in favor of Kaiser's (1960) three-alternative hypothesis tests Confidence intervals provide a useful addition to NHSTs, and can be used to provide the same sign-determination function as NHST However, when so used, confidence intervals are subject to exactly the same Type I, II, and III error rates as NHST In addition, NHSTs provide two pieces of information about our data\u2013maximum probability of a Type III error and probability of a successful exact replication\u2013that confidence intervals do not The proposed alternative to NHST is just as susceptible to misinterpretation as is NHST The problem of bias due to censoring of data collection or publication can be handled by providing archives for all methodologically sound data sets, but reserving interpretations and conclusions for statistically significant results", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1111/j.1467-9280.1997.tb00535.x", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/significance.md b/content/curated_resources/significance.md new file mode 100644 index 00000000000..9bd699a13ae --- /dev/null +++ b/content/curated_resources/significance.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-08T08:15:01.701Z", + "title": "Significance", + "link_to_resource": "https://xkcd.com/882/", + "creators": [ + "Randall Munroe" + ], + "material_type": [ + "Diagram/Illustration" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Visual comics about significance testing", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Comic" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/simple-heuristics-to-run-a-research-grou.md b/content/curated_resources/simple-heuristics-to-run-a-research-grou.md new file mode 100644 index 00000000000..9011ec865c9 --- /dev/null +++ b/content/curated_resources/simple-heuristics-to-run-a-research-grou.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/27/2025 5:51:44", + "title": "Simple heuristics to run a research group", + "link_to_resource": "https://doi.org/10.1002/pchj.533", + "creators": [ + "Gerd Gigerenzer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Collaboration between researchers has become increasingly common, enabling a level of discovery and innovation that is difficult if not impossible to achieve by a single person. But how can one establish and maintain an environment that fosters successful collaboration within a research group? In this case study, I use my own experience when directing the ABC Research Group at the Max Planck Institute for Human Development in Berlin. I first describe the heuristic principles for setting up a research group, including (i) common topic and multiple disciplines, (ii) open culture, (iii) spatial proximity, and (iv) temporal proximity. Then I describe heuristics for maintaining the open culture, such as setting collective goals, including contrarians, distributing responsibility, making bets, the cake rule, and side-by-side writing. These heuristics form an \u201cadaptive toolbox\u201d that shapes the intellectual and social climate. They create a culture of friendly but rigorous discussion, embedded in a family-like climate of trust where everyone is willing to expose their ignorance and learn from the other members. Feeling accepted and trusted encourages taking the necessary risks to achieve progress in science.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Heuristics", + "Leadership", + "Max Plack Institutes", + "Research Culture", + "Research Group", + "Trust" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate)", + "doi": "10.1002/pchj.533", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sips-2016-what-does-diversity-mean-for-o.md b/content/curated_resources/sips-2016-what-does-diversity-mean-for-o.md new file mode 100644 index 00000000000..ace62b77107 --- /dev/null +++ b/content/curated_resources/sips-2016-what-does-diversity-mean-for-o.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/13/2025 5:18:52", + "title": "SIPS 2016 - What does diversity mean for open science?", + "link_to_resource": "https://osf.io/jrshq/#!", + "creators": [ + "Sanjay Srivastava" + ], + "material_type": [ + "Lecture Slides" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Slides for a talk given at SIPS 2016", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Diversity", + "Open Science", + "SIPS 2016" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Diversity in Academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/small-telescopes-detectability-and-the-e.md b/content/curated_resources/small-telescopes-detectability-and-the-e.md new file mode 100644 index 00000000000..6866602b53e --- /dev/null +++ b/content/curated_resources/small-telescopes-detectability-and-the-e.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-28T13:32:15.023Z", + "title": "Small telescopes Detectability and the evaluation of replication results. ", + "link_to_resource": "https://doi.org/10.1177/0956797614567341", + "creators": [ + "Uri Simonsohn" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This article introduces a new approach for evaluating replication results. It combines effect-size estimation with hypothesis testing, assessing the extent to which the replication results are consistent with an effect size big enough to have been detectable in the original study. The approach is demonstrated by examining replications of three well-known findings. Its benefits include the following: (a) differentiating \u201cunsuccessful\u201d replication attempts (i.e., studies yielding p > .05) that are too noisy from those that actively indicate the effect is undetectably different from zero, (b) \u201cprotecting\u201d true findings from underpowered replications, and (c) arriving at intuitively compelling inferences in general and for the revisited replications in particular", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study, Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1177/0956797614567341", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/snapshot-reporting-practices-for-publish.md b/content/curated_resources/snapshot-reporting-practices-for-publish.md new file mode 100644 index 00000000000..93e2341cd05 --- /dev/null +++ b/content/curated_resources/snapshot-reporting-practices-for-publish.md @@ -0,0 +1,53 @@ +{ + "timestamp": "9/18/2023 8:56:51", + "title": "SnapShot: Reporting practices for publishing results with human PSCs and tissue stem cells", + "link_to_resource": "http://dx.doi.org/10.1016/j.stemcr.2023.08.010", + "creators": [ + "ISSCR Task Force for Basic Research Standards" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This checklist is intended to help scientists, reviewers, and editors prepare and assess manuscripts for inclusion of critical details relevant to work with pluripotent stem cells (PSCs) and tissue stem cells (TSCs) with the goal of increasing the rigor and reproducibility of research through reporting. It is essential that any published paper includes detailed information on the following parameters to increase the transparency of the experimental details and ensure that the published results are reproducible. For additional details on the recommendations, please see the specific sections of the ISSCR\u2019s Standards for Human Stem Cell Use in Research referenced in the checklist (https://www.isscr.org/standards-document). All sections apply to PSCs and TSCs unless otherwise noted. To view this SnapShot, open or download the PDF.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher", + "Librarian", + "Researcher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Pluripotent Stem Cells", + "Tissue Stem Cells", + "Metadata", + "Culture", + "Genomic Characterization", + "Molecular Characterization", + "Experiment", + "Data" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Metadata standards", + "doi": "10.1016/j.stemcr.2023.08.010", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sneaked-references-cooked-reference-meta.md b/content/curated_resources/sneaked-references-cooked-reference-meta.md new file mode 100644 index 00000000000..cae8e61a18c --- /dev/null +++ b/content/curated_resources/sneaked-references-cooked-reference-meta.md @@ -0,0 +1,48 @@ +{ + "timestamp": "12/18/2024 8:19:48", + "title": "Sneaked references: Cooked reference metadata inflate citation counts", + "link_to_resource": "https://doi.org/10.1002/asi.24896", + "creators": [ + "Lonni Besan\u00e7on", + "Guillaume Cabanac", + "Cyril Labb\u00e9", + "Alexander Magazinov" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "We report evidence of an undocumented method to manipulate citation counts involving 'sneaked' references. Sneaked references are registered as metadata for scientific articles in which they do not appear. This manipulation exploits trusted relationships between various actors: publishers, the Crossref metadata registration agency, digital libraries, and bibliometric platforms. By collecting metadata from various sources, we show that extra undue references are actually sneaked in at Digital Object Identifier (DOI) registration time, resulting in artificially inflated citation counts. As a case study, focusing on three journals from a given publisher, we identified at least 9% sneaked references (5,978/65,836) mainly benefiting two authors. Despite not existing in the articles, these sneaked references exist in metadata registries and inappropriately propagate to bibliometric dashboards. Furthermore, we discovered 'lost' references: the studied bibliometric platform failed to index at least 56% (36,939/65,836) of the references listed in the HTML version of the publications. The extent of the sneaked and lost references in the global literature remains unknown and requires further investigations. Bibliometric platforms producing citation counts should identify, quantify, and correct these flaws to provide accurate data to their patrons and prevent further citation gaming.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Sneaked References", + "Undue Citations", + "Citation Manipulation", + "Metadata Registration", + "Bibliometrics", + "Research Evaluation" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Metadata standards", + "doi": "10.1002/asi.24896", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/social-behavioral-and-economic-sciences.md b/content/curated_resources/social-behavioral-and-economic-sciences.md new file mode 100644 index 00000000000..003e7a62064 --- /dev/null +++ b/content/curated_resources/social-behavioral-and-economic-sciences.md @@ -0,0 +1,51 @@ +{ + "timestamp": "2020-05-24T12:16:20.027Z", + "title": "Social, Behavioral, and Economic Sciences Perspectives on Robust and Reliable Science", + "link_to_resource": "http://web.stanford.edu/group/bps/cgi-bin/wordpress/wp-content/uploads/2015/09/NSF-Robust-Research-Workshop-Report.pdf", + "creators": [ + "Cacioppo", + "J. T.", + "Kaplan", + "R. M.", + "Krosnick", + "J. A.", + "Olds", + "J. L.", + "& Dean", + "H." + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A paper about social, behavioural economic perspective on reproducible science", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/social-identity-and-morality-lab-teachin.md b/content/curated_resources/social-identity-and-morality-lab-teachin.md new file mode 100644 index 00000000000..d6f2af4380f --- /dev/null +++ b/content/curated_resources/social-identity-and-morality-lab-teachin.md @@ -0,0 +1,41 @@ +{ + "timestamp": "5/13/2021 11:54:46", + "title": "Social Identity and morality lab teaching", + "link_to_resource": "https://www.jayvanbavel.com/resources", + "creators": [ + "Jay Van Bavel" + ], + "material_type": [ + "Module", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "I believe that higher education should be focused on developing passionate, critical, independent and creative thought, and the transmission of knowledge should be in the service of developing these skills. In the classroom, I try to communicate the core issues and controversies within an area in an interactive fashion, drawing students into the material though exercises and debate. This experience provides a deeper understanding of the material and encourages students to think critically about how scientific conclusions depend on the research process. In addition, I try to teach case studies of scientific controversy on topical issues to illustrate that science is not simply an assembly of facts but a method for developing and testing ideas. In my experience, this approach has led naturally to classroom discussions where students share their own insights and critical perspectives.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Materials", + "Mentoring" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/social-science-workshop-overview.md b/content/curated_resources/social-science-workshop-overview.md new file mode 100644 index 00000000000..48ea8b0ecf8 --- /dev/null +++ b/content/curated_resources/social-science-workshop-overview.md @@ -0,0 +1,54 @@ +{ + "timestamp": "01/01/2020", + "title": "Social Science Workshop Overview", + "link_to_resource": "https://datacarpentry.org/socialsci-workshop/", + "creators": [ + "Angela Li", + "Erin Alison Becker", + "Francois Michonneau", + "Maneesha Sane", + "Sarah Brown", + "Tracy Teal" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Workshop overview for the Data Carpentry Social Sciences curriculum. Data Carpentry\u2019s aim is to teach researchers basic concepts, skills, and tools for working with data so that they can get more done in less time, and with less pain. This workshop teaches data management and analysis for social science research including best practices for data organization in spreadsheets, reproducible data cleaning with OpenRefine, and data analysis and visualization in R. This curriculum is designed to be taught over two full days of instruction. Materials for teaching data analysis and visualization in Python and extraction of information from relational databases using SQL are in development. Interested in teaching these materials? We have an onboarding video and accompanying slides available to prepare Instructors to teach these lessons. After watching this video, please contact team@carpentries.org so that we can record your status as an onboarded Instructor. Instructors who have completed onboarding will be given priority status for teaching at centrally-organized Data Carpentry Social Sciences workshops.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science", + "Measurement and Data", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "Python", + "R", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "SQL" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Research data management, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/social-sciences-research-methods-centre.md b/content/curated_resources/social-sciences-research-methods-centre.md new file mode 100644 index 00000000000..c91f7f24179 --- /dev/null +++ b/content/curated_resources/social-sciences-research-methods-centre.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 17:11:19", + "title": "Social Sciences Research Methods Centre Replication Workshop", + "link_to_resource": "https://osf.io/t2q78/", + "creators": [ + "Nicole Janz" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This workshop will introduce students to the process of reproducing published work. Replicating other scholars\u2019 work is an essential tool for becoming familiar with methods, learning to select suitable models, and getting a chance to publish early during their academic career. This replication workshop will therefore provide students with a deeper understanding of statistical modeling and professionalism in their field. With the right amount of value added, a replication study can be submitted to a journal, as has been done by several students in the past.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study, Direct vs. conceptual replications", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/software-carpentry.md b/content/curated_resources/software-carpentry.md new file mode 100644 index 00000000000..af51380fa4a --- /dev/null +++ b/content/curated_resources/software-carpentry.md @@ -0,0 +1,47 @@ +{ + "timestamp": "01/01/2020", + "title": "Software Carpentry", + "link_to_resource": "https://software-carpentry.org/lessons/", + "creators": [ + "Software Carpentry Community" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Since 1998, Software Carpentry has been teaching researchers the computing skills they need to get more done in less time and with less pain. Our volunteer instructors have run hundreds of events for more than 34,000 researchers since 2012. All of our lesson materials are freely reusable under the Creative Commons - Attribution license.", + "language": [ + "English", + "Spanish" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Open Source Software", + "Reproducibility", + "Researchers", + "Version Control", + "Workflow Tools" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Research software engineering, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sorry-we-re-open-come-in-we-re-closed-di.md b/content/curated_resources/sorry-we-re-open-come-in-we-re-closed-di.md new file mode 100644 index 00000000000..9c2ba4d2d27 --- /dev/null +++ b/content/curated_resources/sorry-we-re-open-come-in-we-re-closed-di.md @@ -0,0 +1,43 @@ +{ + "timestamp": "12/18/2024 8:05:40", + "title": "Sorry we\u2032re open, come in we're closed: different profiles in the perceived applicability of open science practices to completed research projects", + "link_to_resource": "https://doi.org/10.1098/rsos.230595", + "creators": [ + "J\u00fcrgen Schneider" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Open science is an increasingly important topic for research, politics and funding agencies. However, the discourse on open science is heavily influenced by certain research fields and paradigms, leading to the risk of generalizing what counts as openness to other research fields, regardless of its applicability. In our paper, we provide evidence that researchers perceive different profiles in the potential to apply open science practices to their projects, making a one-size-fits-all approach unsuitable. In a pilot study, we first systematized the breadth of open science practices. The subsequent survey study examined the perceived applicability of 13 open science practices across completed research projects in a broad variety of research disciplines. We were able to identify four different profiles in the perceived applicability of open science practices. For researchers conducting qualitative-empirical research projects, comprehensively implementing the breadth of open science practices is tendentially not feasible. Further, research projects from some disciplines tended to fit a profile with little opportunity for public participation. Yet, disciplines and research paradigms appear not to be the key factors in predicting the perceived applicability of open science practices. Our findings underscore the case for considering project-related conditions when implementing open science practices. This has implications for the establishment of policies, guidelines and standards concerning open science.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Open Science Practices", + "Profiles", + "Applicability", + "Metascience" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1098/rsos.230595", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sources-of-nonreplicability-in-aging-eth.md b/content/curated_resources/sources-of-nonreplicability-in-aging-eth.md new file mode 100644 index 00000000000..b630a6b984f --- /dev/null +++ b/content/curated_resources/sources-of-nonreplicability-in-aging-eth.md @@ -0,0 +1,52 @@ +{ + "timestamp": "10/27/2023 13:14:27", + "title": "Sources of nonreplicability in aging ethnoracial health disparities research", + "link_to_resource": "https://doi.org/10.1037/pag0000606", + "creators": [ + "Ian M.McDonough", + "Erin R. Harrell", + "Sheila R. Black", + "Rebecca S. Allen", + "Patricia A. Parmelee" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The older adult population in the U.S. is becoming increasingly diverse across a constellation of factors including ethnoracial group, socioeconomic status, and immigration status. However, our understanding of the consequences of this diversity for cognitive and mental health is masked by the lack of inclusion of diverse sample characteristics, the use of assessments that might hold a different meaning for different groups of people, and analytical choices that do not probe the impact of diverse characteristics or assume an unwarranted degree of homogeneity within groups. Each of these factors not only hinders our ability to understand various psychological mechanisms that differ as a function of age but also threatens the likelihood of replicability across aging research studies. This article provides our perspective on three key sources of nonreplicability in ethnoracial health disparities research among older adults: (a) what is lost in creating monolithic groups rather than identifying subgroups of minorities, (b) understanding aging from the perspective of intersecting identities, and (c) biases of research materials. We also provide recommendations to increase replicability in aging research with respect to the challenges outlined. Approaching questions on aging from a health disparities lens can both increase the generalizability of research outcomes and improve initiatives of social justice that are long overdue.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Replication Research" + ], + "tags": [ + "Health Disparities", + "Nonreplicability", + "Replicability", + "Replication", + "Subgroup Analyses", + "Aging", + "Biases" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1037/pag0000606", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/sparc-popular-resources.md b/content/curated_resources/sparc-popular-resources.md new file mode 100644 index 00000000000..1ca7c18818c --- /dev/null +++ b/content/curated_resources/sparc-popular-resources.md @@ -0,0 +1,47 @@ +{ + "timestamp": "01/01/2020", + "title": "SPARC Popular Resources", + "link_to_resource": "https://sparcopen.org/what-we-do/popular-resources/", + "creators": [ + "Nick Shockey" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "SPARC is a global coalition committed to making Open the default for research and education. SPARC empowers people to solve big problems and make new discoveries through the adoption of policies and practices that advance Open Access, Open Data, and Open Education.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Funders", + "Governmental Policies", + "Librarians", + "Open Access", + "Publishers", + "Publishing", + "Researchers" + ], + "forrt_clusters_new": "Publication Sharing, Academic Structures and Institutions", + "forrt_sub_clusters": "Why open access?, Research assessment, proposals, and reforms", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/special-issue-innovation-in-aging.md b/content/curated_resources/special-issue-innovation-in-aging.md new file mode 100644 index 00000000000..d1920c18e70 --- /dev/null +++ b/content/curated_resources/special-issue-innovation-in-aging.md @@ -0,0 +1,37 @@ +{ + "timestamp": "01/01/2020", + "title": "Special Issue: Innovation in Aging", + "link_to_resource": "https://www.oercommons.org/courseware/lesson/82004/overview", + "creators": [ + "OSKB Admin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Special Issue: Innovation in Aging
", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "life-science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Aging Science" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/special-issue-preregistered-studies-of-p.md b/content/curated_resources/special-issue-preregistered-studies-of-p.md new file mode 100644 index 00000000000..dde8cf41d1f --- /dev/null +++ b/content/curated_resources/special-issue-preregistered-studies-of-p.md @@ -0,0 +1,38 @@ +{ + "timestamp": "01/01/2020", + "title": "Special Issue: Preregistered Studies of Personality Development and Aging Using Existing Data ", + "link_to_resource": "https://www.oercommons.org/courseware/lesson/82007/overview", + "creators": [ + "OSKB Admin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "SPECIAL ISSUE: PREREGISTERED STUDIES OF PERSONALITY DEVELOPMENT AND AGING USING EXISTING DATA (Volume 76, Issue 1, January 2021)
", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "life-science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Aging Science", + "Research" + ], + "forrt_clusters_new": "Pre-analysis Planning, Qualitative Research", + "forrt_sub_clusters": "Preregistration, Secondary data analysis", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/spiro-the-automated-petri-plate-imaging.md b/content/curated_resources/spiro-the-automated-petri-plate-imaging.md new file mode 100644 index 00000000000..07c97d834af --- /dev/null +++ b/content/curated_resources/spiro-the-automated-petri-plate-imaging.md @@ -0,0 +1,67 @@ +{ + "timestamp": "12/12/2024 9:16:22", + "title": "SPIRO \u2013 the automated Petri plate imaging platform designed by biologists, for biologists", + "link_to_resource": "https://doi.org/10.1111/tpj.16587", + "creators": [ + "Jonas A. Ohlsson", + "Jia Xuan Leong", + "Pernilla H. Elander", + "Florentine Ballhaus", + "Sanjana Holla", + "Adrian N. Dauphinee", + "Johan Johansson", + "Mark Lommel", + "Gero Hofmann", + "Staffan Betn\u00e9r", + "Mats Sandgren", + "Karin Schumacher", + "Peter V. Bozhkov", + "Elena A. Minina" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Phenotyping of model organisms grown on Petri plates is often carried out manually, despite the procedures being time-consuming and laborious. The main reason for this is the limited availability of automated phenotyping facilities, whereas constructing a custom automated solution can be a daunting task for biologists. Here, we describe SPIRO, the Smart Plate Imaging Robot, an automated platform that acquires time-lapse photographs of up to four vertically oriented Petri plates in a single experiment, corresponding to 192 seedlings for a typical root growth assay and up to 2500 seeds for a germination assay. SPIRO is catered specifically to biologists' needs, requiring no engineering or programming expertise for assembly and operation. Its small footprint is optimized for standard incubators, the inbuilt green LED enables imaging under dark conditions, and remote control provides access to the data without interfering with sample growth. SPIRO's excellent image quality is suitable for automated image processing, which we demonstrate on the example of seed germination and root growth assays. Furthermore, the robot can be easily customized for specific uses, as all information about SPIRO is released under open-source licenses. Importantly, uninterrupted imaging allows considerably more precise assessment of seed germination parameters and root growth rates compared with manual assays. Moreover, SPIRO enables previously technically challenging assays such as phenotyping in the dark. We illustrate the benefits of SPIRO in proof-of-concept experiments which yielded a novel insight on the interplay between autophagy, nitrogen sensing, and photoblastic response.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Time-Lapse Imaging", + "Phenotyping", + "Arabidopsis Thaliana", + "Root Growth", + "Seed Germination", + "Automated Imaging", + "Automated Image Analysis", + "ImageJ Macro", + "R", + "Raspberry Pi", + "3D Printing", + "Open Science Hardware", + "Laboratory Automation", + "Plant Authophagy", + "Seed Dormancy", + "Technical Advance" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories", + "doi": "10.1111/tpj.16587", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/springer-nature-announces-unified-open-c.md b/content/curated_resources/springer-nature-announces-unified-open-c.md new file mode 100644 index 00000000000..d4a0221ea9e --- /dev/null +++ b/content/curated_resources/springer-nature-announces-unified-open-c.md @@ -0,0 +1,43 @@ +{ + "timestamp": "1/9/2025 9:04:24", + "title": "Springer Nature announces unified open code policy to better support open research practices", + "link_to_resource": "https://group.springernature.com/gp/group/media/press-releases/unified-code-sharing-policy-promoting-open-science/26789930?mkt_tok=NDIyLU1CVi0wOTEAAAGRmJcjkEvgNphFa5yw30IuWwMFM3BbI1ZOtBrSGRKYeX0sygPYIacR_yEf0Fa8WnZgEvvADh1ZLQHO-93Jie9X1kKzF7D7Z_Csmo7iOchnCfE", + "creators": [ + "" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Springer Nature has introduced a new unified open code policy for its books and journals portfolios. The policy compliments the publisher's single data policy announced last year and is the latest step in its commitment to making it easier for authors to take part in, and benefit from open research practice.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Springer Nature", + "Open Science", + "Open Code Policy" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Licenses and reuse", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/spsp-experts-open-science.md b/content/curated_resources/spsp-experts-open-science.md new file mode 100644 index 00000000000..26639672c8e --- /dev/null +++ b/content/curated_resources/spsp-experts-open-science.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-14T10:39:09.822Z", + "title": "SPSP experts - open science", + "link_to_resource": "http://spsp.org/resources/multimedia/experts/openscience", + "creators": [ + "Society for Social and Personality Psychology" + ], + "material_type": [ + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A video about open science, pre-registration etc.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Video", + "Reproducibility Knowledge" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/spurious-correlations.md b/content/curated_resources/spurious-correlations.md new file mode 100644 index 00000000000..5997fe0d8b1 --- /dev/null +++ b/content/curated_resources/spurious-correlations.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-08T06:38:05.000Z", + "title": "Spurious Correlations", + "link_to_resource": "http://www.tylervigen.com/spurious-correlations", + "creators": [ + "Tyler Vigen" + ], + "material_type": [ + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "A website detailing spurious correlations", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Website" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/standard-operating-procedures-a-safety-n.md b/content/curated_resources/standard-operating-procedures-a-safety-n.md new file mode 100644 index 00000000000..00f70116186 --- /dev/null +++ b/content/curated_resources/standard-operating-procedures-a-safety-n.md @@ -0,0 +1,38 @@ +{ + "timestamp": "2020-06-09T16:27:51.512Z", + "title": "Standard Operating Procedures: A Safety Net for Pre-Analysis Plans", + "link_to_resource": "https://doi.org/10.1017/S1049096516000810", + "creators": [ + "Winston Lin and Donald P.Green" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Across the social sciences, growing concerns about research transparency have led to calls for pre-analysis plans (PAPs) that specify in advance how researchers intend to analyze the data they are about to gather. PAPs promote transparency and credibility by helping readers distinguish between exploratory and confirmatory analyses. However, PAPs are time-consuming to write and may fail to anticipate contingencies that arise in the course of data collection. This article proposes the use of \u201cstandard operating procedures\u201d (SOPs)\u2014default practices to guide decisions when issues arise that were not anticipated in the PAP. We offer an example of an SOP that can be adapted by other researchers seeking a safety net to support their PAPs.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Pre-analysis Planning", + "forrt_sub_clusters": "Exploratory and confirmatory analyses, Purpose of pre-analysis planning", + "doi": "10.1017/S1049096516000810", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/star-wars-the-empirics-strike-back.md b/content/curated_resources/star-wars-the-empirics-strike-back.md new file mode 100644 index 00000000000..1c5e503ba8b --- /dev/null +++ b/content/curated_resources/star-wars-the-empirics-strike-back.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-24T12:13:40.761Z", + "title": "Star wars: The empirics strike back", + "link_to_resource": "https://doi.org/10.1257/app.20150044", + "creators": [ + "Sangnier", + "M.", + "& Zylberberg", + "Y." + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Using 50,000 tests published in the AER, JPE, and QJE, we identify a residual in the distribution of tests that cannot be explained solely by journals favoring rejection of the null hypothesis. We observe a two-humped camel shape with missing p-values between 0.25 and 0.10 that can be retrieved just after the 0.05 threshold and represent 10-20 percent of marginally rejected tests. Our interpretation is that researchers inflate the value of just-rejected tests by choosing \"significant\" specifications. We propose a method to measure this residual and describe how it varies by article and author characteristics", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Meta-research", + "doi": "10.1257/app.20150044", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/stat-545.md b/content/curated_resources/stat-545.md new file mode 100644 index 00000000000..bedda9851e4 --- /dev/null +++ b/content/curated_resources/stat-545.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-11T10:21:15.633Z", + "title": "Stat 545", + "link_to_resource": "https://stat545.com/", + "creators": [ + "Jenny Bryan" + ], + "material_type": [ + "Reading", + "Student Guide", + "Tutorial" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "This site is about everything that comes up during data analysis except for statistical modelling and inference. This might strike you as strange, given R\u2019s statistical roots. First, let me assure you we believe that modelling and inference are important. But the world already offers a lot of great resources for doing statistics with R. The design of STAT 545 was motivated by the need to provide more balance in applied statistical training. Data analysts spend a considerable amount of time on project organization, data cleaning and preparation, and communication. These activities can have a profound effect on the quality and credibility of an analysis. Yet these skills are rarely taught, despite how important and necessary they are. STAT 545 aims to address this gap.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-SA", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Tutorial" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statcheck.md b/content/curated_resources/statcheck.md new file mode 100644 index 00000000000..02eb0e08312 --- /dev/null +++ b/content/curated_resources/statcheck.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Statcheck", + "link_to_resource": "https://michelenuijten.shinyapps.io/statcheck-web/", + "creators": [ + "Michele B. Nuijten", + "Sacha Epskamp" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "statcheck is a program that checks for errors in statistical reporting in APA-formatted documents. It was originally written in the R programming language. statcheck/web is a web-based implementation of statcheck. Using statcheck/web, you can check any PDF for statistical errors without installing the R programming language on your computer.", + "language": [ + "English" + ], + "conditions_of_use": "some-rights-reserved", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility", + "Researchers", + "Software", + "Workflow Tools" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Tools to check yourself and others", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/state-of-open-science-in-cancer-research.md b/content/curated_resources/state-of-open-science-in-cancer-research.md new file mode 100644 index 00000000000..58eca8dfd71 --- /dev/null +++ b/content/curated_resources/state-of-open-science-in-cancer-research.md @@ -0,0 +1,48 @@ +{ + "timestamp": "1/13/2025 6:55:56", + "title": "State of open science in cancer research", + "link_to_resource": "https://doi.org/10.1007/s12094-024-03468-7", + "creators": [ + "Cristina Rius", + "Yiming Liu", + "Andrea Sixto-Costoya", + "Juan Carlos Valderrama-Zuri\u00e1n & Rut Lucas-Dominguez" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Purpose\nThis study has been focused on assessing the Open Science scenario of cancer research during the period 2011\u20132021, in terms of the derived scientific publications and raw data dissemination.\n\nMethods\nA cancer search equation was executed in the Science Citation Index-Expanded, collecting the papers signed by at least one Spanish institution. The same search strategy was performed in the Data Citation Index to describe dataset diffusion.\n\nResults\n50,822 papers were recovered, 71% of which belong to first and second quartile journals. 59% of the articles were published in Open Access (OA) journals. The Open Access model and international collaboration positively conditioned the number of citations received. Among the most productive journals stood out Plos One, Cancers, and Clinical and Translational Oncology. 2693 genomics, proteomics and metabolomics datasets were retrieved, being Gene Expression Omnibus the favoured repository.\n\nConclusions\nThere has been an increase in oncology publications in Open Access. Most were published in first quartile journals and received higher citations than non-Open Access articles, as well as when oncological investigation was performed between international research teams, being relevant in the context of Open Science. Genetic repositories have been the preferred for sharing oncology datasets. Further investigation of research and data sharing in oncology is needed, supported by stronger Open Science policies, to achieve better data sharing practices among three scientific main pillars: researchers, publishers, and scientific organizations.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Cancer Research", + "Open Science", + "Open Access", + "Data Sharing", + "Scientific Impact" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "10.1007/s12094-024-03468-7", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statements-on-open-science-for-sustainab.md b/content/curated_resources/statements-on-open-science-for-sustainab.md new file mode 100644 index 00000000000..562bd27d67a --- /dev/null +++ b/content/curated_resources/statements-on-open-science-for-sustainab.md @@ -0,0 +1,62 @@ +{ + "timestamp": "2/27/2025 3:47:10", + "title": "Statements on Open Science for Sustainable Development Goals", + "link_to_resource": "https://doi.org/10.5334/dsj-2024-049", + "creators": [ + "Boon-How Chew", + "Lauren Maxwell", + "Felix Emeka Anyiam", + "Aziza Menouni", + "Tonni Agustiono Kurniawan", + "Kangb\u00e9ni Dimobe", + "Til Prasad Pangali Sharma", + "Gomaa A. M. Ali", + "Ram Devi Tachamo Shah", + "Rabia Saleem", + "Mohamed Majeed Mashroofa", + "Maha Nasr", + "Babar Abbas", + "Anjana J. Atapattu", + "Mohamed Mahmoud", + "Nidhi Singh", + "Mizanur Rahman Sarker" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This article attempts to practicalise Open Science (OS) to promote ideas and enhance efforts for the Sustainable Development Goals (SDGs). It delineates General Statements (n = 20) as guiding beacons and the Specific Statements (n = 70) that act as precision tools in OS orientated policymaking, research, innovations, and public engagement, and access to scientific knowledge. The authors hope to draw kindled and educated attention to OS besides underscoring the need for unbiased, inclusive, and diligent execution of the SDGs. By adopting these Statements accordingly and in appropriate stages within national strategies and ensuring transparent reporting of the progress, the authors envision a transformed world by 2030. With this appeal, scientific endeavours could be more effectively directed and optimised with OS, significantly advancing progress toward the SDGs.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education", + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Open Science", + "Sustainable Development Goals", + "Policymaking", + "Research", + "Innovations", + "Public Engagement" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.5334/dsj-2024-049", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-errors-p-values-the-gold-sta.md b/content/curated_resources/statistical-errors-p-values-the-gold-sta.md new file mode 100644 index 00000000000..6f184d4ff64 --- /dev/null +++ b/content/curated_resources/statistical-errors-p-values-the-gold-sta.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-24T12:17:30.012Z", + "title": "Statistical errors: P values, the \u2018gold standard\u2019 of statistical validity, are not as reliable as many scientists assume", + "link_to_resource": "https://www.nature.com/news/scientific-method-statistical-errors-1.14700", + "creators": [ + "Nuzzo", + "R." + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "P values, the 'gold standard' of statistical validity, are not as reliable as many scientists assume.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-evidence-a-likelihood-paradi.md b/content/curated_resources/statistical-evidence-a-likelihood-paradi.md new file mode 100644 index 00000000000..c3edbcf81d4 --- /dev/null +++ b/content/curated_resources/statistical-evidence-a-likelihood-paradi.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-19T16:38:10.820Z", + "title": "Statistical Evidence: A Likelihood Paradigm", + "link_to_resource": "https://www.routledge.com/Statistical-Evidence-A-Likelihood-Paradigm/Royall/p/book/9780412044113?utm_source=crcpress.com&utm_medium=referral", + "creators": [ + "Richard Royall" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "Interpreting statistical data as evidence, Statistical Evidence: A Likelihood Paradigm focuses on the law of likelihood, fundamental to solving many of the problems associated with interpreting data in this way. Statistics has long neglected this principle, resulting in a seriously defective methodology. This book redresses the balance, explaining why science has clung to a defective methodology despite its well-known defects. After examining the strengths and weaknesses of the work of Neyman and Pearson and the Fisher paradigm, the author proposes an alternative paradigm which provides, in the law of likelihood, the explicit concept of evidence missing from the other paradigms. At the same time, this new paradigm retains the elements of objective measurement and control of the frequency of misleading results, features which made the old paradigms so important to science. The likelihood paradigm leads to statistical methods that have a compelling rationale and an elegant simplicity, no longer forcing the reader to choose between frequentist and Bayesian statistics. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Book" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-methods-in-psychological-res.md b/content/curated_resources/statistical-methods-in-psychological-res.md new file mode 100644 index 00000000000..19eb20f8787 --- /dev/null +++ b/content/curated_resources/statistical-methods-in-psychological-res.md @@ -0,0 +1,51 @@ +{ + "timestamp": "2020-05-14T11:43:57.289Z", + "title": "Statistical Methods in Psychological Research Syllabus", + "link_to_resource": "https://crumplab.github.io/psyc3400/", + "creators": [ + "Dr Matt Crump" + ], + "material_type": [ + "Data Set", + "Full Course", + "Lecture", + "Lecture Notes", + "Lesson", + "Lesson Plan", + "Module", + "Reading", + "Student Guide", + "Syllabus", + "Teaching/Learning Strategy", + "Tutorial", + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A statistics book and tutorial about statistics", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Statistical Book", + "Tutorial" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-methods-in-psychology-journa.md b/content/curated_resources/statistical-methods-in-psychology-journa.md new file mode 100644 index 00000000000..4226fffba31 --- /dev/null +++ b/content/curated_resources/statistical-methods-in-psychology-journa.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-05T19:33:05.179Z", + "title": "Statistical methods in psychology journals: Guidelines and explanations.", + "link_to_resource": "https://doi.org/10.1037/0003-066X.54.8.594", + "creators": [ + "Wilkinson", + "L.", + "& Task Force on Statistical Inference", + "American Psychological Association", + "Science Directorate." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In the light of continuing debate over the applications of significance testing in psychology journals and following the publication of J. Cohen's (1994) article, the Board of Scientific Affairs (BSA) of the American Psychological Association (APA) convened a committee called the Task Force on Statistical Interference (TFSI) whose charge was \"to elucidate some of the controversial issues surrounding applications of statistics including significance testing and its alternatives; alternative underlying models and data transformation; and newer methods made possible by powerful computers\" (BSA, personal communication, February 28, 1996). After extensive discussion, the BSA recommended that publishing an article in American Psychologist, as a way to initiate discussion in the field about changes in current practices of data analysis and reporting may be appropriate. This report follows that request. Following each guideline are comments, explanations, or elaborations assembled by L. Wilkinson for the task force and under its review. The report is concerned with the use of statistical methods only and is not meant as an assessment of research methods in general. The title and format of the report are adapted from an article by J. C. Bailar and F. Mosteller (1988).", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1037/0003-066X.54.8.594", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-modeling-causal-inference-an.md b/content/curated_resources/statistical-modeling-causal-inference-an.md new file mode 100644 index 00000000000..b394efde270 --- /dev/null +++ b/content/curated_resources/statistical-modeling-causal-inference-an.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-10T08:57:00.500Z", + "title": "Statistical Modeling, Causal Inference, and Social Science", + "link_to_resource": "http://andrewgelman.com/", + "creators": [ + "Andrew Gelman" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A blog about statistics and open science", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Blog", + "Reproducibility Knowledge" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., Philosophy of science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-power-analysis.md b/content/curated_resources/statistical-power-analysis.md new file mode 100644 index 00000000000..265f3ed4578 --- /dev/null +++ b/content/curated_resources/statistical-power-analysis.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-22T19:04:53.880Z", + "title": "Statistical power analysis", + "link_to_resource": "https://journals.sagepub.com/doi/abs/10.1111/1467-8721.ep10768783", + "creators": [ + "Jacob Cohen" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A paper about statistical power", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1111/1467-8721.ep10768783", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-power-and-optimal-design-in.md b/content/curated_resources/statistical-power-and-optimal-design-in.md new file mode 100644 index 00000000000..6156b662e47 --- /dev/null +++ b/content/curated_resources/statistical-power-and-optimal-design-in.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-04T19:31:13.021Z", + "title": "Statistical power and optimal design in experiments in which samples of participants respond to samples of stimuli", + "link_to_resource": "https://doi.org/10.1037/xge0000014", + "creators": [ + "Jacob Westfall", + "David A Kenny", + "Charles M Judd" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Researchers designing experiments in which a sample of participants responds to a sample of stimuli are faced with difficult questions about optimal study design. The conventional procedures of statistical power analysis fail to provide appropriate answers to these questions because they are based on statistical models in which stimuli are not assumed to be a source of random variation in the data, models that are inappropriate for experiments involving crossed random factors of participants and stimuli. In this article, we present new methods of power analysis for designs with crossed random factors, and we give detailed, practical guidance to psychology researchers planning experiments in which a sample of participants responds to a sample of stimuli. We extensively examine 5 commonly used experimental designs, describe how to estimate statistical power in each, and provide power analysis results based on a reasonable set of default parameter values. We then develop general conclusions and formulate rules of thumb concerning the optimal design of experiments in which a sample of participants responds to a sample of stimuli. We show that in crossed designs, statistical power typically does not approach unity as the number of participants goes to infinity but instead approaches a maximum attainable power value that is possibly small, depending on the stimulus sample. We also consider the statistical merits of designs involving multiple stimulus blocks. Finally, we provide a simple and flexible Web-based power application to aid researchers in planning studies with samples of stimuli.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1037/xge0000014", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-power-and-the-testing-of-nul.md b/content/curated_resources/statistical-power-and-the-testing-of-nul.md new file mode 100644 index 00000000000..fab2bb75cb6 --- /dev/null +++ b/content/curated_resources/statistical-power-and-the-testing-of-nul.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-06-03T20:36:15.353Z", + "title": "Statistical Power and the Testing of Null Hypotheses: A Review of Contemporary Management Research and Recommendations for Future Studies", + "link_to_resource": "https://doi.org/10.1177/1094428104263676", + "creators": [ + "Luke H. Cashen", + "Scott W. Geiger" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The purpose of this study is to determine how well contemporary management research fares on the issue of statistical power with regard to studies specifically predicting null relationships between phenomena of interest. This power assessment differs from traditional power studies because it focuses solely on studies that offered and tested null hypotheses. A sample of studies containing hypothesized null relationships was taken from five mainstream management journals over the 1990 to 1999 time period. Results of the power assessment suggest that management researchers\u2019 abilities to affirm null hypotheses are low. On average, the power assessment revealed that for those studies that found nonsignificance of results and consequently affirmed their null hypotheses, the actual Type II error rate was nearly 15 times greater than what is advocated in the literature when failing to reject a false null hypothesis. Recommendations for researchers proposing and testing formal null hypotheses are also discussed", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1177/1094428104263676", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-power-in-operations-manageme.md b/content/curated_resources/statistical-power-in-operations-manageme.md new file mode 100644 index 00000000000..cc085cb4866 --- /dev/null +++ b/content/curated_resources/statistical-power-in-operations-manageme.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-26T15:22:16.616Z", + "title": "Statistical power in operations management research ", + "link_to_resource": "https://doi.org/10.1016/0272-6963(95)00020-S", + "creators": [ + "Rohit Verma and John C. Goodale" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This paper discusses the need and importance of statistical power analysis in field-based empirical research in Production and Operations Management (POM) and related disciplines. The concept of statistical power analysis is explained in detail and its relevance in designing and conducting empirical experiments is discussed. Statistical power reflects the degree to which differences in sample data in a statistical test can be detected. A high power is required to reduce the probability of failing to detect an effect when it is present. This paper also examines the relationship between statistical power, significance level, sample size and effect size. A probability tree analysis further explains the importance of statistical power by showing the relationship between Type II errors and the probability of making wrong decisions in statistical analysis. A power analysis of 28 articles (524 statistical tests) in the Journal of Operations Management and in Decision Sciences shows that 60% of empirical studies do not have high power levels. This means that several of these tests will have a low degree of repeatability. This and other similar issues involving statistical power will become increasingly important as empirical studies in POM study relatively smaller effects.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1016/0272-6963(95)00020-S", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-power-of-psychological-resea.md b/content/curated_resources/statistical-power-of-psychological-resea.md new file mode 100644 index 00000000000..e8d820f9e58 --- /dev/null +++ b/content/curated_resources/statistical-power-of-psychological-resea.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-26T15:24:15.724Z", + "title": "Statistical Power of Psychological Research: What Have We Gained in 20 Years?", + "link_to_resource": "https://doi.org/10.1037//0022-006x.58.5.646", + "creators": [ + "J S Rossi" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Power was calculated for 6,155 statistical tests in 221 journal articles published in the 1982 volumes of the Journal of Abnormal Psychology, Journal of Consulting and Clinical Psychology, and Journal of Personality and Social Psychology. Power to detect small, medium, and large effects was .17, .57, and .83, respectively. 20 years after Cohen (1962) conducted the first power survey, the power of psychological research is still low. The implications of these results concerning the proliferation of Type I errors in the published literature, the failure of replication studies, and the interpretation of null (negative) results are emphasized. An example is given of the use of power analysis to help interpret null results by setting probable upper bounds on the magnitudes of effects. Limitations of statistical power analyses, suggestions for future research, sources of computational information, and recommendations for improving power are discussed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1037//0022-006x.58.5.646", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-power-problems-with-moderate.md b/content/curated_resources/statistical-power-problems-with-moderate.md new file mode 100644 index 00000000000..b2cae414a4b --- /dev/null +++ b/content/curated_resources/statistical-power-problems-with-moderate.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-03T20:37:47.649Z", + "title": "Statistical Power Problems with Moderated Multiple Regression in Management Research ", + "link_to_resource": "https://doi.org/10.1177/014920639502100607", + "creators": [ + "Herman Aguinis" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Due to the increasing importance of moderating (i.e., interaction) effects, the use of moderated multiple regression (MMR) has become pervasive in numerous management specialties such as organizational behavior, human resources management, and strategy, to name a few. Despite its popularity, recent research on the MMR approach to moderator variable detection has identified several factors that reduce statistical power below acceptable levels and, consequently, lead researchers to erroneously dismiss theoretical models that include moderated relationships. The present article (1) briefly describes MMR, (2) reviews factors that affect the statistical power of hypothesis tests conducted using this technique, (3) proposes solutions to low power situations, and (4) discusses areas and problems related to MMR that are in need of further investigation.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1177/014920639502100607", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-power-sample-size-and-their.md b/content/curated_resources/statistical-power-sample-size-and-their.md new file mode 100644 index 00000000000..a71c4e8a69c --- /dev/null +++ b/content/curated_resources/statistical-power-sample-size-and-their.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-06T19:22:48.150Z", + "title": "Statistical Power, Sample Size, and Their Reporting in Randomized Controlled Trials", + "link_to_resource": "https://doi.org/10.1001/jama.1994.03520020048013", + "creators": [ + "David Moher", + "MSc; Corinne S. Dulberg", + "PhD", + "MPH; George A. Wells", + "PhD" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Objective. \u2014To describe the pattern over time in the level of statistical power and the reporting of sample size calculations in published randomized controlled trials (RCTs) with negative results. Design. \u2014Our study was a descriptive survey. Power to detect 25% and 50% relative differences was calculated for the subset of trials with negative results in which a simple two-group parallel design was used. Criteria were developed both to classify trial results as positive or negative and to identify the primary outcomes. Power calculations were based on results from the primary outcomes reported in the trials. Population. \u2014We reviewed all 383 RCTs published in JAMA, Lancet, and the New England Journal of Medicine in 1975, 1980, 1985, and 1990. Results. \u2014Twenty-seven percent of the 383 RCTs (n=102) were classified as having negative results. The number of published RCTs more than doubled from 1975 to 1990, with the proportion of trials with negative results remaining fairly stable. Of the simple two-group parallel design trials having negative results with dichotomous or continuous primary outcomes (n=70), only 16% and 36% had sufficient statistical power (80%) to detect a 25% or 50% relative difference, respectively. These percentages did not consistently increase overtime. Overall, only 32% of the trials with negative results reported sample size calculations, but the percentage doing so has improved over time from 0% in 1975 to 43% in 1990. Only 20 of the 102 reports made any statement related to the clinical significance of the observed differences. Conclusions. \u2014Most trials with negative results did not have large enough sample sizes to detect a 25% or a 50% relative difference. This result has not changed over time. Few trials discussed whether the observed differences were clinically important. There are important reasons to change this practice. The reporting of statistical power and sample size also needs to be improved", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "10.1001/jama.1994.03520020048013", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-procedures-and-the-justifica.md b/content/curated_resources/statistical-procedures-and-the-justifica.md new file mode 100644 index 00000000000..82d967f917d --- /dev/null +++ b/content/curated_resources/statistical-procedures-and-the-justifica.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-06-05T19:23:03.318Z", + "title": "Statistical Procedures and the Justification of Knowledge in Psychological Science ", + "link_to_resource": "https://doi.org/10.1037/0003-066X.44.10.1276", + "creators": [ + "Rosnow", + "R.L.", + "& Rosenthal", + "R." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Justification, in the vernacular language of philosophy of science, refers to the evaluation, defense, and confirmation of claims of truth. In this article, we examine some aspects of the rhetoric of justification, which in part draws on statistical data analysis to shore up facts and inductive inferences. There are a number of problems of methodological spirit and substance that in the past have been resistant to attempts to correct them. The major problems are discussed, and readers are reminded of ways to clear away these obstacles to justification.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1037/0003-066X.44.10.1276", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-reporting-errors-and-collabo.md b/content/curated_resources/statistical-reporting-errors-and-collabo.md new file mode 100644 index 00000000000..bfb10b53d46 --- /dev/null +++ b/content/curated_resources/statistical-reporting-errors-and-collabo.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2020-05-23T02:59:43.507Z", + "title": "Statistical Reporting Errors and Collaboration on Statistical Analyses in Psychological Science", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0114876", + "creators": [ + "Coosje L. S. Veldkamp", + "1", + "* Mich\u00e8le B. Nuijten", + "Linda Dominguez-Alvarez", + "Marcel A. L. M. van Assen", + "and Jelte M. Wicherts" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Statistical analysis is error prone. A best practice for researchers using statistics would therefore be to share data among co-authors, allowing double-checking of executed tasks just as co-pilots do in aviation. To document the extent to which this \u2018co-piloting\u2019 currently occurs in psychology, we surveyed the authors of 697 articles published in six top psychology journals and asked them whether they had collaborated on four aspects of analyzing data and reporting results, and whether the described data had been shared between the authors. We acquired responses for 49.6% of the articles and found that co-piloting on statistical analysis and reporting results is quite uncommon among psychologists, while data sharing among co-authors seems reasonably but not completely standard. We then used an automated procedure to study the prevalence of statistical reporting errors in the articles in our sample and examined the relationship between reporting errors and co-piloting. Overall, 63% of the articles contained at least one p-value that was inconsistent with the reported test statistic and the accompanying degrees of freedom, and 20% of the articles contained at least one p-value that was inconsistent to such a degree that it may have affected decisions about statistical significance. Overall, the probability that a given p-value was inconsistent was over 10%. Co-piloting was not found to be associated with reporting errors.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Open Data and Materials" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1371/journal.pone.0114876", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-rethinking-winter-2015.md b/content/curated_resources/statistical-rethinking-winter-2015.md new file mode 100644 index 00000000000..b04c1682d4f --- /dev/null +++ b/content/curated_resources/statistical-rethinking-winter-2015.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-15T15:42:02.427Z", + "title": "Statistical Rethinking Winter 2015", + "link_to_resource": "https://www.youtube.com/playlist?list=PLDcUM9US4XdMdZOhJWJJD4mDBMnbTWw_z", + "creators": [ + "Richard McElreath" + ], + "material_type": [ + "Lecture", + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A video about Statistical Rethinking: A Bayesian Course with R ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Video", + "Bayesian" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-significance-and-the-dichoto.md b/content/curated_resources/statistical-significance-and-the-dichoto.md new file mode 100644 index 00000000000..618fa8b3c7b --- /dev/null +++ b/content/curated_resources/statistical-significance-and-the-dichoto.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-03T19:22:07.215Z", + "title": "Statistical Significance and the Dichotomization of Evidence", + "link_to_resource": "https://doi.org/10.1080/01621459.2017.1289846", + "creators": [ + "Blakeley B. McShane & David Gal" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In light of recent concerns about reproducibility and replicability, the ASA issued a Statement on Statistical Significance and p-values aimed at those who are not primarily statisticians. While the ASA Statement notes that statistical significance and p-values are \u201ccommonly misused and misinterpreted,\u201d it does not discuss and document broader implications of these errors for the interpretation of evidence. In this article, we review research on how applied researchers who are not primarily statisticians misuse and misinterpret p-values in practice and how this can lead to errors in the interpretation of evidence. We also present new data showing, perhaps surprisingly, that researchers who are primarily statisticians are also prone to misuse and misinterpret p-values thus resulting in similar errors. In particular, we show that statisticians tend to interpret evidence dichotomously based on whether or not a p-value crosses the conventional 0.05 threshold for statistical significance. We discuss implications and offer recommendations.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1080/01621459.2017.1289846", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-significance-in-psychologica.md b/content/curated_resources/statistical-significance-in-psychologica.md new file mode 100644 index 00000000000..651b27360ea --- /dev/null +++ b/content/curated_resources/statistical-significance-in-psychologica.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-24T12:30:51.357Z", + "title": "Statistical significance in psychological research.", + "link_to_resource": "https://doi.org/10.1037/h0026141", + "creators": [ + "Lykken" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "MOST THEORIES IN THE AREAS OF PERSONALITY, CLINICAL, AND SOCIAL PSYCHOLOGY PREDICT ONLY THE DIRECTION OF A CORRELATION, GROUP DIFFERENCE, OR TREATMENT EFFECT. SINCE THE NULL HYPOTHESIS IS NEVER STRICTLY TRUE, SUCH PREDICTIONS HAVE ABOUT A 50-50 CHANCE OF BEING CONFIRMED BY EXPERIMENT WHEN THE THEORY IN QUESTION IS FALSE, SINCE THE STATISTICAL SIGNIFICANCE OF THE RESULT IS A FUNCTION OF THE SAMPLE SIZE. CONFIRMATION OF 1 DIRECTIONAL PREDICTION GENERALLY BUILDS LITTLE CONFIDENCE IN THE THEORY BEING TESTED. MOST THEORIES SHOULD BE TESTED BY MULTIPLE CORROBORATION AND MOST EMPIRICAL GENERALIZATIONS BY CONSTRUCTIVE REPLICATION. STATISTICAL SIGNIFICANCE, PERHAPS THE LEAST IMPORTANT ATTRIBUTE OF A GOOD EXPERIMENT, IS NEVER A SUFFICIENT CONDITION FOR CLAIMING THAT (1) A THEORY HAS BEEN USEFULLY CORROBORATED, (2) A MEANINGFUL EMPIRICAL FACT HAS BEEN ESTABLISHED, OR (3) AN EXPERIMENTAL REPORT OUGHT TO BE PUBLISHED", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1037/h0026141", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-significance-testing-and-cum.md b/content/curated_resources/statistical-significance-testing-and-cum.md new file mode 100644 index 00000000000..536082e869b --- /dev/null +++ b/content/curated_resources/statistical-significance-testing-and-cum.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-03T19:18:55.005Z", + "title": "Statistical significance testing and cumulative knowledge in psychology: implications for training researchers.", + "link_to_resource": "https://doi.org/10.1037/14805-019", + "creators": [ + "F.L. Schmidt" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Data analysis methods in psychology still emphasize statistical significance testing, despite numerous articles demonstrating its severe deficiencies. It is now possible to use meta-analysis to show that reliance on significance testing retards the development of cumulative knowledge. But reform of teaching and practice will also require that researchers learn that the benefits that they believe flow from use of significance testing are illusory. Teachers must revamp their courses to bring students to understand that (a) reliance on significance testing retards the growth of cumulative research knowledge; (b) benefits widely believed to flow from significance testing do not in fact exist; and (c) significance testing methods must be replaced with point estimates and confidence intervals in individual studies and with meta-analyses in the integration of multiple studies. This reform is essential to the future progress of cumulative knowledge in psychological research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1037/14805-019", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistical-tests-p-values-confidence-in.md b/content/curated_resources/statistical-tests-p-values-confidence-in.md new file mode 100644 index 00000000000..ac7da4be7c4 --- /dev/null +++ b/content/curated_resources/statistical-tests-p-values-confidence-in.md @@ -0,0 +1,52 @@ +{ + "timestamp": "2020-06-03T19:33:25.880Z", + "title": "Statistical tests, p values, confidence intervals, and power: a guide to misinterpretations. ", + "link_to_resource": "http://doi.org/10.1007/s10654-016-0149-3", + "creators": [ + "Greenland", + "S.", + "Senn", + "S. J.", + "Rothman", + "K. J.", + "Carlin", + "J. B.", + "Poole", + "C.", + "Goodman", + "S. N.", + "& Altman", + "D. G." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Misinterpretation and abuse of statistical tests, confidence intervals, and statistical power have been decried for decades, yet remain rampant. A key problem is that there are no interpretations of these concepts that are at once simple, intuitive, correct, and foolproof. Instead, correct use and interpretation of these statistics requires an attention to detail which seems to tax the patience of working scientists. This high cognitive demand has led to an epidemic of shortcut definitions and interpretations that are simply wrong, sometimes disastrously so\u2014and yet these misinterpretations dominate much of the scientific literature. In light of this problem, we provide definitions and a discussion of basic statistics that are more general and critical than typically found in traditional introductory expositions. Our goal is to provide a resource for instructors, researchers, and consumers of statistics whose knowledge of statistical theory and technique may be limited but who wish to avoid and spot misinterpretations. We emphasize how violation of often unstated analysis protocols (such as selecting analyses for presentation based on the P values they produce) can lead to small P values even if the declared test hypothesis is correct, and can lead to large P values even if that hypothesis is incorrect. We then provide an explanatory list of 25 misinterpretations of P values, confidence intervals, and power. We conclude with guidelines for improving statistical interpretation and reporting.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1007/s10654-016-0149-3", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistics-and-quantitative-methods-exam.md b/content/curated_resources/statistics-and-quantitative-methods-exam.md new file mode 100644 index 00000000000..21299f67ba3 --- /dev/null +++ b/content/curated_resources/statistics-and-quantitative-methods-exam.md @@ -0,0 +1,38 @@ +{ + "timestamp": "01/01/2020", + "title": "Statistics and Quantitative Methods Example Videos for Teaching", + "link_to_resource": "https://osf.io/zc89h/", + "creators": [ + "Jessica Kay Flake" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The goal of this repository is to index and host short videos that can be used to supplement the teaching of introductory statistics concepts. The purpose of these videos is to show students examples of statistical concepts being used in real research, to build off of foundational understanding of the concept they were introduced to in class. Let's show students real people, doing real research, and using real baby statistics to solve science! If you are interested to contribute a video to this page, please read the wiki, which explains what is needed in more depth. If you are still interested to contribute at that point, please request access as a contributor for the specific component(s) you would like to contribute to. If you would like to contribute a video for a topic that is not listed as a component, please contact JK Flake.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Quantitative Methods", + "Statistics" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistics-of-doom.md b/content/curated_resources/statistics-of-doom.md new file mode 100644 index 00000000000..bf754824d89 --- /dev/null +++ b/content/curated_resources/statistics-of-doom.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "Statistics of DOOM", + "link_to_resource": "https://www.youtube.com/channel/UCMdihazndR0f9XBoSXWqnYg/", + "creators": [ + "Erin M. Buchanan" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "About Stats of DOOM\n\nSupport Statistics of DOOM! This page and the YouTube channel to help people learn statistics by including step-by-step instructions for SPSS, R, Excel, and other programs. Demonstrations are provided including power, data screening, analysis, write up tips, effect sizes, and graphs. Help guides and course materials are also provided!\n\nWhen I originally started posting my videos on YouTube, I never really thought people would be interested in them - minus a few overachieving students. I am glad that I've been able to help so many folks! I have taught many statistics courses - you can view full classes by using the Learn tab in the top right. I have also taught cognitive and language courses, some with coding (see the NLP and Language Modeling courses), and some without (see Other Courses). I hope this website provides structure to all my materials for you to use for yourself or your classroom.\n\nEach page has an example syllabus, video lectures laid out with that syllabus (if I have them!), and links to the appropriate materials. Any broken links can be reported by sending me an email (linked at the bottom). Stats Tools was designed for learning statistics, which morphed into learning coding, open science, statistics, and more! Recommendations, comments, and other questions are welcome with the general suggestion to post on the specific video or page you have a question on. I do my best to answer, but also work a full-time job.\n\nThese resources wouldn't be possible without the help of many fantastic people over the years including:\n\nAll the Help Desk TAs: Rachel E. Monroe, Marshall Beauchamp, Louis Oberdiear, Simone Donaldson, Kim Koch, Jessica Willis, Samantha Hunter, Flora Forbes, Tabatha Hopke\nResearch colleagues: K.D. Valentine, John E. Scofield, Jeff Pavlacic\nAnd more! Pages with specific content made by others are noted on that page.", + "language": [ + "English" + ], + "conditions_of_use": "MIT license", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Educators", + "Open Education", + "Researchers", + "Statistics" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/statistics-with-jasp-and-the-open-scienc.md b/content/curated_resources/statistics-with-jasp-and-the-open-scienc.md new file mode 100644 index 00000000000..71b095b00dc --- /dev/null +++ b/content/curated_resources/statistics-with-jasp-and-the-open-scienc.md @@ -0,0 +1,50 @@ +{ + "timestamp": "01/01/2020", + "title": "Statistics with JASP and the Open Science Framework", + "link_to_resource": "https://www.youtube.com/watch?v=B98FwY_frAw", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This webinar will introduce the integration of JASP Statistical Software (https://jasp-stats.org/) with the Open Science Framework (OSF; https://osf.io). The OSF is a free, open source web application built to help researchers manage their workflows. The OSF is part collaboration tool, part version control software, and part data archive. The OSF connects to popular tools researchers already use, like Dropbox, Box, Github, Mendeley, and now is integrated with JASP, to streamline workflows and increase efficiency.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "JASP", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "Statistics" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Research data management, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/stereotype-threat.md b/content/curated_resources/stereotype-threat.md new file mode 100644 index 00000000000..2e0a9cb9f42 --- /dev/null +++ b/content/curated_resources/stereotype-threat.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-16T07:32:40.694Z", + "title": "Stereotype threat", + "link_to_resource": "https://www.wnycstudios.org/story/stereothreat/", + "creators": [ + "Simon Adler", + "Amanda Aronczyk and Dan Engber" + ], + "material_type": [ + "Teaching/Learning Strategy", + "Podcast" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A podcast about stereotype threat and replication", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Podcast", + "Reproducibility Knowledge", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "The politics of replicating famous studies, Purposes of replication attempts - what is a \u2018failed\u2019 replication?", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/strong-inference.md b/content/curated_resources/strong-inference.md new file mode 100644 index 00000000000..d0920e95127 --- /dev/null +++ b/content/curated_resources/strong-inference.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-07T18:34:55.042Z", + "title": "Strong inference", + "link_to_resource": "https://doi.org/10.1126/science.146.3642.347", + "creators": [ + "John R Platt" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "certain systematic methods of scientific thinking may produce much more rapid progress than others.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1126/science.146.3642.347", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/study-preregistration-an-evaluation-of-a.md b/content/curated_resources/study-preregistration-an-evaluation-of-a.md new file mode 100644 index 00000000000..d4610fa1946 --- /dev/null +++ b/content/curated_resources/study-preregistration-an-evaluation-of-a.md @@ -0,0 +1,52 @@ +{ + "timestamp": "12/13/2023 15:30:24", + "title": "Study Preregistration: An Evaluation of a Method for Transparent Reporting", + "link_to_resource": "https://doi.org/10.1007/s10869-020-09695-3", + "creators": [ + "Allison A. Toth", + "George C. Banks", + "David Mellor", + "Ernest H. O\u2019Boyle", + "Ashleigh Dickson", + "Daniel J. Davis", + "Alex DeHaven", + "Jaime Bochantin & Jared Borns" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Study preregistration promotes transparency in scientific research by making a clear distinction between a priori and post hoc procedures or analyses. Management and applied psychology have not embraced preregistration in the way other closely related social science fields have. There may be concerns that preregistration does not add value and prevents exploratory data analyses. Using a mixed-method approach, in Study 1, we compared published preregistered samples against published non-preregistered samples. We found that preregistration effectively facilitated more transparent reporting based on criteria (i.e., confirmed hypotheses and a priori analysis plans). Moreover, consistent with concerns that the published literature contains elevated type I error rates, preregistered samples had fewer statistically significant results (48%) than non-preregistered samples (66%). To learn about the perceived advantages, disadvantages, and misconceptions of study preregistration, in Study 2, we surveyed authors of preregistered studies and authors who had never preregistered a study. Participants in both samples had positive inclinations towards preregistration yet expressed concerns about the process. We conclude with a review of best practices for management and applied psychology stakeholders.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Open Science", + "Reproducibility", + "Questionable Research Practices", + "Methodology" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Purpose of pre-analysis planning", + "doi": "10.1007/s10869-020-09695-3", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/studying-the-association-between-lonelin.md b/content/curated_resources/studying-the-association-between-lonelin.md new file mode 100644 index 00000000000..154ecc7351c --- /dev/null +++ b/content/curated_resources/studying-the-association-between-lonelin.md @@ -0,0 +1,45 @@ +{ + "timestamp": "7/15/2025 9:42:18", + "title": "Studying the association between loneliness and support for populist radical right using state-of-the art open science practices", + "link_to_resource": "https://www-sciencedirect-com.utrechtuniversity.idm.oclc.org/science/article/pii/S027795362500005X?via%3Dihub", + "creators": [ + "Delaney Peterson", + "Matthijs Rooduijn", + "Frederic R. Hopp", + "Gijs Schumacher", + "Bert N. Bakker" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This study investigates the relationship between loneliness and support for populist radical right (PRR) parties. Drawing on data from over 40,000 individuals across nine European countries, the researchers conducted 25 preregistered analyses and found that lonelier individuals in the Netherlands were more likely to support PRR parties. By openly sharing data (where possible) and analysis code, the project exemplifies transparent, reproducible research and offers valuable insights into the emotional drivers of political behavior.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Researcher / Scientist" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Open Data and Materials" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, FAIR data and materials", + "forrt_sub_clusters": "Exploratory and confirmatory analyses, Reasons to share data and materials", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/supporting-open-science-data-curation-pr.md b/content/curated_resources/supporting-open-science-data-curation-pr.md new file mode 100644 index 00000000000..60428b82577 --- /dev/null +++ b/content/curated_resources/supporting-open-science-data-curation-pr.md @@ -0,0 +1,38 @@ +{ + "timestamp": "01/01/2020", + "title": "Supporting Open Science Data Curation, Preservation, and Access by Libraries", + "link_to_resource": "https://www.youtube.com/watch?v=SbmGWHpzAHs", + "creators": [ + "" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Openness in research can lead to greater reproducibility, an accelerated pace of discovery, and decreased redundancy of effort. In addition, open research ensures equitable access to knowledge and the ability for any community to assess, interrogate, and build upon prior work. It also requires open infrastructure and distributed access; but few institutions can provide all of these services alone. Providing a trustworthy network for perpetual availability of research data is critical to ensuring reproducibility, transparency, and ongoing inquiry.\n\nIncreased attention on the importance of open research and data sharing has led to a proliferation of platforms to store data, materials, etc., with limited technical integration. This can hinder data sharing, but also complicate coordination with local library expertise and services, thus hampering curation and long-term stewardship.\n\nFor example, the open source OSF enables researchers to directly create and manage research projects and integrates with other tools researchers use (Google Drive, Dropbox, Box, etc.), but lacks the ability to archive that material locally at a researcher\u2019s institution. Long-term stewardship and preservation requires multiple copies of data archived in different locations, and creating archives seamlessly would be ideal.\n\nCOS and IA are working together to address these preservation and stewardship challenges by providing open, cooperative infrastructure to ensure long-term access and connection to research data, and by supporting and promoting adoption of open science practices to enhance research reproducibility as well as data sharing and reuse.\n\nIn this webinar, attendees will learn about both the technical and practical aspects of this collaborative project connecting the researcher tool OSF and the preservation system of Internet Archive. We demonstrate how researchers can improve the openness and reproducibility of their research through preregistration, and how those preregistrations are preserved with Internet Archive. We answer questions and explore use cases for how this powerful workflow can support library curation and stewardship of open research.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducability", + "Research" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management, Repositories", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/supporting-robust-research-on-adult-emot.md b/content/curated_resources/supporting-robust-research-on-adult-emot.md new file mode 100644 index 00000000000..4d8a98be2ec --- /dev/null +++ b/content/curated_resources/supporting-robust-research-on-adult-emot.md @@ -0,0 +1,48 @@ +{ + "timestamp": "10/27/2023 13:28:00", + "title": "Supporting robust research on adult emotional development by considering context", + "link_to_resource": "https://doi.org/10.1037/pag0000669", + "creators": [ + "Tabea Springstein", + "Claire M. Growney", + "Tammy English" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "A criterion for high quality science is to produce findings that are robust and replicable across studies. A potential hinderance to successful replication however is context dependency. To formally address issues of context dependency, context has to be defined and integrated into research and replication practices. Emotion research and particularly research on adult emotional development have long emphasized the importance of context. Drawing on established theories of adult development and existing frameworks of context, we define context as it relates to emotional development in adulthood, highlighting specific aspects of immediate surroundings (familiarity, cognitive demands, and social aspects) as well as sociocultural and socioeconomic context, situated within ontogenetic development and historical time. In order to improve the robustness of research on adult emotional development, we encourage researchers to consider these contextual aspects in formulating and testing research questions as well as when interpreting failed replications. We discuss how to adapt study designs to facilitate more context sensitive adult emotional development research. Considering context not only enables new discoveries in aging research, but also can help clarify significant long-standing research questions and further enhance the robustness of research on adult development in emotion.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses" + ], + "tags": [ + "Robustness", + "Adult Emotional Development", + "Context", + "Sociocultural", + "Socioeconomic" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Analysis and reporting in qualitative research", + "doi": "10.1037/pag0000669", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/supporting-study-registration-to-reduce.md b/content/curated_resources/supporting-study-registration-to-reduce.md new file mode 100644 index 00000000000..119e22f21d7 --- /dev/null +++ b/content/curated_resources/supporting-study-registration-to-reduce.md @@ -0,0 +1,44 @@ +{ + "timestamp": "12/12/2024 10:51:04", + "title": "Supporting study registration to reduce research waste", + "link_to_resource": "https://doi.org/10.1038/s41559-024-02433-5", + "creators": [ + "Marija Purgar", + "Paul Glasziou", + "Tin Klanjscek", + "Shinichi Nakagawa", + "Antica Culina" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "An estimated 82\u201389% of ecological research and 85% of medical research has limited or no value to the end user because of various inefficiencies. We argue that registration and registered reports can enhance the quality and impact of ecological research. Drawing on evidence from other fields, chiefly medicine, we support our claim that registration can reduce research waste. However, increasing registration rates, quality and impact will be very slow without coordinated effort of funders, publishers and research institutions. We therefore call on them to facilitate the adoption of registration by providing adequate support. We outline several aspects to be considered when designing a registration system that would best serve the field of ecology. To further inform the development of such a system, we call for more research to identify the causes of low registration rates in ecology. We suggest short- and long-term actions to bolster registration and reduce research waste.\n", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Ecology", + "Registration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports, Preregistration", + "doi": "10.1038/s41559-024-02433-5", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/supporting-study-registration-to-reduce_2.md b/content/curated_resources/supporting-study-registration-to-reduce_2.md new file mode 100644 index 00000000000..d263998c7e0 --- /dev/null +++ b/content/curated_resources/supporting-study-registration-to-reduce_2.md @@ -0,0 +1,45 @@ +{ + "timestamp": "12/19/2024 3:21:16", + "title": "Supporting study registration to reduce research waste", + "link_to_resource": "https://doi.org/10.1038/s41559-024-02433-5", + "creators": [ + "Marija Purgar", + "Paul Glasziou", + "Tin Klanjscek", + "Shinichi Nakagawa", + "Antica Culina" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Research suffers from many inefficiencies. These lead to much research being avoidably wasted, with no or limited value to the end user (e.g. an estimated 82-89% of ecological research, and 85% of medical research). Here, we argue that the quality and impact of ecological research could be drastically improved by registration: pre-registration, and registered reports. However, without a coordinated action of the overall research support and publishing system, the transition to more registrations and their impact on the research quality will be very slow, if anything. In this perspective we envision a registration system that would best serve the field of ecology. This system partly corresponds to solutions already available in other fields. However, we suggest several novel aspects that a system of registration, especially that of pre-registration, should offer if it were to truly make a substantial contribution to increasing quality and reducing waste in ecological research. We survey and review the evidence from other fields on whether registration reduces research waste. The evidence largely comes from medicine, where registries of studies have been in substantial use since 2000. With this Perspective we specifically aim to encourage funders, publishers, and research institutions to support researchers in adopting registration. To facilitate support, we suggest short- and long-term actions that could increase registration in ecology and reduce research waste.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration" + ], + "tags": [ + "Ecology", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Registered reports", + "doi": "10.1038/s41559-024-02433-5", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/supporting-the-next-generation-of-psycho.md b/content/curated_resources/supporting-the-next-generation-of-psycho.md new file mode 100644 index 00000000000..711558d1ab8 --- /dev/null +++ b/content/curated_resources/supporting-the-next-generation-of-psycho.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2/20/2025 4:33:42", + "title": "Supporting the next generation of psychologists", + "link_to_resource": "https://doi.org/10.1038/s44159-023-00274-w", + "creators": [ + "Editors Nature Reviews Psychology" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This month, we launch a new collection of pieces that highlight ways to improve doctoral education and support graduate student trainees to their fullest potential.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Psychology", + "Scientific Community" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Research with students (under- and graduate)", + "doi": "10.1038/s44159-023-00274-w", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/surrogate-science-the-idol-of-a-universa.md b/content/curated_resources/surrogate-science-the-idol-of-a-universa.md new file mode 100644 index 00000000000..2f40b18c1ae --- /dev/null +++ b/content/curated_resources/surrogate-science-the-idol-of-a-universa.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-24T12:23:32.312Z", + "title": "Surrogate Science: The Idol of a Universal Method for Scientific Inference", + "link_to_resource": "https://doi.org/10.1177/0149206314547522", + "creators": [ + "Gerd Gigerenzer and Julian N. Marewski" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The application of statistics to science is not a neutral act. Statistical tools have shaped and were also shaped by its objects. In the social sciences, statistical methods fundamentally changed research practice, making statistical inference its centerpiece. At the same time, textbook writers in the social sciences have transformed rivaling statistical systems into an apparently monolithic method that could be used mechanically. The idol of a universal method for scientific inference has been worshipped since the \u201cinference revolution\u201d of the 1950s. Because no such method has ever been found, surrogates have been created, most notably the quest for significant p values. This form of surrogate science fosters delusions and borderline cheating and has done much harm, creating, for one, a flood of irreproducible results. Proponents of the \u201cBayesian revolution\u201d should be wary of chasing yet another chimera: an apparently universal inference procedure. A better path would be to promote both an understanding of the various devices in the \u201cstatistical toolbox\u201d and informed judgment to select among these.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Philosophy of science", + "doi": "10.1177/0149206314547522", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/swirl.md b/content/curated_resources/swirl.md new file mode 100644 index 00000000000..034027f840a --- /dev/null +++ b/content/curated_resources/swirl.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-11T10:25:12.200Z", + "title": "SWIRL", + "link_to_resource": "https://swirlstats.com/", + "creators": [ + "Anon" + ], + "material_type": [ + "Activity/Lab", + "Homework/Assignment", + "Student Guide", + "Teaching/Learning Strategy", + "Tutorial" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Swirl teaches you R programming and data science interactively, at your own pace, and right in the R console!", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Tutorial" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/syllabus-replicability.md b/content/curated_resources/syllabus-replicability.md new file mode 100644 index 00000000000..4dbe601d591 --- /dev/null +++ b/content/curated_resources/syllabus-replicability.md @@ -0,0 +1,40 @@ +{ + "timestamp": "6/12/2025 13:17:31", + "title": "Syllabus replicability", + "link_to_resource": "https://osf.io/staze", + "creators": [ + "Simine Vazire" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This course will examine current controversies and new developments in research methods in psychology. The goal of the course is to learn to think critically about how psychological science is conducted and how conclusions are drawn. We will cover both methodological and statistical issues that affect the validity of research in psychology, with an emphasis on social and personality psychology. We will discuss the research process from designing a study to how a study gets published. We will also discuss the recent controversy in psychology about the replicability of scientific results. This course is most suited for students who plan to pursue graduate school in psychology and are preparing for a career conducting research in psychological science.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Research Methods; Psychological Science; Statistics; Methodology; Research Design; Replicability" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Questionable research practices & their prevalence", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/symposium-qualitative-open-science-chall.md b/content/curated_resources/symposium-qualitative-open-science-chall.md new file mode 100644 index 00000000000..fb2b7eaf87b --- /dev/null +++ b/content/curated_resources/symposium-qualitative-open-science-chall.md @@ -0,0 +1,46 @@ +{ + "timestamp": "4/19/2025 6:14:12", + "title": "Symposium \"Qualitative Open Science: Challenges, Opportunities, Tensions, and Synergies\"", + "link_to_resource": "https://www.opennaturallyoccurringdata.com/symposium-event", + "creators": [ + "Bogdana Huma" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "The Qualitative Open Science symposium, organised on the 28th of March 2025 at the Vrije Universiteit Amsterdam featured plenaries and workshops dedicated to a wide range of qualitative OS topics with the aim of facilitating knowledge exchange and community building. This resource incorporates the materials generated for and during this event: plenary presentations (slides), recordings of plenary talks, workshop presentations (slides), shared notes from the event (Google Doc), co-creation materials (slides), and a list of Open Science initiatives (Padlet).", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-ND", + "primary_user": [ + "Researcher" + ], + "subject_areas": [ + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Qualitative", + "FAIR", + "Symposium", + "Data Sharing", + "Transparency" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Qualitative research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/systematic-review-of-the-empirical-evide.md b/content/curated_resources/systematic-review-of-the-empirical-evide.md new file mode 100644 index 00000000000..1025c95ce0e --- /dev/null +++ b/content/curated_resources/systematic-review-of-the-empirical-evide.md @@ -0,0 +1,50 @@ +{ + "timestamp": "01/01/2020", + "title": "Systematic Review of the Empirical Evidence of Study Publication Bias and Outcome Reporting Bias \u2014 An Updated Review", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0066844", + "creators": [ + "Carrol Gamble", + "Jamie J. Kirkham", + "Kerry Dwan", + "Paula R. Williamson" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Background The increased use of meta-analysis in systematic reviews of healthcare interventions has highlighted several types of bias that can arise during the completion of a randomised controlled trial. Study publication bias and outcome reporting bias have been recognised as a potential threat to the validity of meta-analysis and can make the readily available evidence unreliable for decision making. Methodology/Principal Findings In this update, we review and summarise the evidence from cohort studies that have assessed study publication bias or outcome reporting bias in randomised controlled trials. Twenty studies were eligible of which four were newly identified in this update. Only two followed the cohort all the way through from protocol approval to information regarding publication of outcomes. Fifteen of the studies investigated study publication bias and five investigated outcome reporting bias. Three studies have found that statistically significant outcomes had a higher odds of being fully reported compared to non-significant outcomes (range of odds ratios: 2.2 to 4.7). In comparing trial publications to protocols, we found that 40\u201362% of studies had at least one primary outcome that was changed, introduced, or omitted. We decided not to undertake meta-analysis due to the differences between studies. Conclusions This update does not change the conclusions of the review in which 16 studies were included. Direct empirical evidence for the existence of study publication bias and outcome reporting bias is shown. There is strong evidence of an association between significant results and publication; studies that report positive or significant results are more likely to be published and outcomes that are statistically significant have higher odds of being fully reported. Publications have been found to be inconsistent with their protocols. Researchers need to be aware of the problems of both types of bias and efforts should be concentrated on improving the reporting of trials.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Clinical Trials", + "Drug Discovery", + "Meta-analysis", + "Peer Review", + "Publication Ethics", + "Publishing", + "Questionnaires", + "Research Funding", + "Scientific Publishing" + ], + "forrt_clusters_new": "Replication and meta-research, Research Integrity", + "forrt_sub_clusters": "Meta-analyses, Publication, Peer Review, and Research Integrity", + "doi": "10.1371/journal.pone.0066844", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/systematic-reviews-and-meta-analysis.md b/content/curated_resources/systematic-reviews-and-meta-analysis.md new file mode 100644 index 00000000000..4eec704da1f --- /dev/null +++ b/content/curated_resources/systematic-reviews-and-meta-analysis.md @@ -0,0 +1,57 @@ +{ + "timestamp": "10/18/2023 11:09:45", + "title": "Systematic Reviews and Meta-Analysis", + "link_to_resource": "https://oli.cmu.edu/courses/systematic-reviews-and-meta-analysis-o-f/", + "creators": [ + "Valentine", + "J. C.", + "Littell", + "J. H.", + "& Young", + "S." + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "When used together, systematic review methods and meta-analysis can produce comprehensive, accurate, and useful summaries of empirical evidence to answer questions that are relevant for policy, practice, and future research. Systematic reviews and meta-analysis can also uncover previously-undetected patterns of results across multiple studies, leading to new discoveries. For these reasons, systematic reviews and meta-analysis have become popular tools that are widely used \u2013 and misused \u2013 in the social, health, and natural sciences. A growing body of meta research has been used to develop evidence-based guidelines for the conduct and reporting of rigorous systematic reviews and meta-analysis. The Campbell Collaboration developed such guidelines for reviews in the social, behavioral, and economic sciences, and these guidelines undergird the content of this course.\n\nA systematic approach is necessary to identify relevant studies and avoid well-documented sources of bias and error in the dissemination, assessment, and synthesis of research results across studies. Meta-analysis provides a set of statistical tools for analysis and synthesis of quantitative data from two or more studies.\n\nThe course provides an introduction to the methods of systematic reviews and meta-analysis. It is appropriate for graduate students, post-doctoral fellows, faculty, and senior researchers in institutions of higher education. It is geared for participants who have already completed introductory graduate level training in research methodology and statistics. \n\nAccess to the Open & Free version of the course is free of charge. It contains no scored assessment, has no schedule, and no instructor. Use it at your own pace. The content of this course may not be modified or adapted for other uses.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses" + ], + "tags": [ + "Systematic Review", + "Meta-Analysis" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Analysis and reporting in qualitative research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/taking-stock-of-the-credibility-revoluti.md b/content/curated_resources/taking-stock-of-the-credibility-revoluti.md new file mode 100644 index 00000000000..819f474abdc --- /dev/null +++ b/content/curated_resources/taking-stock-of-the-credibility-revoluti.md @@ -0,0 +1,42 @@ +{ + "timestamp": "10/24/2020 9:10:15", + "title": "Taking stock of the credibility revolution: Scientific reform 2011-no", + "link_to_resource": "https://doi.org/10.13140/RG.2.2.21721.47200/1", + "creators": [ + "Gilad Feldman" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A book about the credibility revolution", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Credibility revolution" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.13140/RG.2.2.21721.47200/1", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/taking-stock-of-the-credibility-revoluti_2.md b/content/curated_resources/taking-stock-of-the-credibility-revoluti_2.md new file mode 100644 index 00000000000..1e32fd3466d --- /dev/null +++ b/content/curated_resources/taking-stock-of-the-credibility-revoluti_2.md @@ -0,0 +1,44 @@ +{ + "timestamp": "6/25/2025 13:30:22", + "title": "Taking stock of the credibility revolution: Scientific reform 2011-2019", + "link_to_resource": "http://dx.doi.org/10.17605/OSF.IO/5CX2D", + "creators": [ + "Gilad Feldman" + ], + "material_type": [ + "Reading", + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "With the rapid technological improvements made in the past decade, the results of psychological research done around the globe have been made readily available for scientists to build further research off of. However, any subsequent experiments would require scientists to have complete certainty in the research that they are building their foundations on in order to produce reliable results. With that being said, psychological research has an incredible amount of variables ranging from gender perspectives to cultural biases, so the ability to recreate the results of other scientists in similar conditions is vital in providing that certainty for researchers to conduct a more in depth exploration. \nWhere this has become a crisis is that there have been an alarming number of experiments revealed to singularities and unable to be reproduced in any scientifically acceptable manner. Since publications of scientific research generally mandate the documentation of all aspects of the experiment conducted, an inability for subsequent researchers to follow the same criteria and produce the same results creates a defective base that nothing can be built on. As with any scientific field, psychology has infinitely more aspects for scientists to research as our understanding is constantly being expanded and clarified, but this cannot be done with fraudulent and overblown results diluting veritable outcomes. This chapter is particularly concerned with the events that led to the realization that there is, in fact, a reproducibility crisis in psychological publications. Whether it be data fabritation or the lack of research validation and transparency, recent revelations have highlighted the significant need for replications in order to validate reported findings.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Book; Credibility Revolution; Scientific Reform;" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.17605/OSF.IO/5CX2D", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git "a/content/curated_resources/taxonomia-da-ci\303\252ncia-aberta-revisada-e-a.md" "b/content/curated_resources/taxonomia-da-ci\303\252ncia-aberta-revisada-e-a.md" new file mode 100644 index 00000000000..10e753ba72c --- /dev/null +++ "b/content/curated_resources/taxonomia-da-ci\303\252ncia-aberta-revisada-e-a.md" @@ -0,0 +1,56 @@ +{ + "timestamp": "2/20/2025 5:39:21", + "title": "Taxonomia da Ci\u00eancia Aberta: revisada e ampliada", + "link_to_resource": "https://doi.org/10.5007/1518-2924.2023.e91712", + "creators": [ + "L\u00facia da Silveira", + "Nivaldo Calixto Ribeiro", + "Remedios Melero", + "Andrea Mora-Campos", + "Daniel Fernando Piraquive-Piraquive", + "Alejandro Uribe-Tirado", + "Priscila Machado Borges Sena", + "Jorge Polanco-Cort\u00e9s", + "Julio Santill\u00e1n-Aldana", + "Fabiano Couto Corr\u00eaa da Silva", + "Ronaldo Ferreira Ara\u00fajo", + "Andr\u00e9s Mauricio Enciso-Betancourt", + "Juliana Fachin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Objetivo: revisar as terminologias e aplica\u00e7\u00f5es da taxonomia de Ci\u00eancia Aberta para a constru\u00e7\u00e3o de uma vers\u00e3o mais abrangente, que represente o conhecimento em volta do tema, em conformidade com o cen\u00e1rio atual da comunica\u00e7\u00e3o cient\u00edfica e com as recomenda\u00e7\u00f5es da Organiza\u00e7\u00e3o das Na\u00e7\u00f5es Unidas para a Educa\u00e7\u00e3o, a Ci\u00eancia e a Cultura (Unesco).\n\nM\u00e9todo: trata-se de uma pesquisa do tipo explorat\u00f3ria com abordagem dedutiva. A primeira etapa foi a revis\u00e3o das taxonomias, com 12 pesquisadores que se reuniram, semanalmente, para discuss\u00f5es conceituais e epistemol\u00f3gicas relacionadas \u00e0 Ci\u00eancia Aberta, e defini\u00e7\u00f5es metodol\u00f3gicas e procedimentais para a realiza\u00e7\u00e3o do estudo.\n\nResultados: como resultado das an\u00e1lises, foi desenvolvida uma taxonomia para ser avaliada pelos especialistas. Para isso, foi enviado um question\u00e1rio com perguntas abertas, sobre cada eixo principal da taxonomia, para 68 especialistas. Foram obtidas 21 respostas que cooperaram com a modelagem e exposi\u00e7\u00e3o dos termos para a nova taxonomia. A taxonomia oriunda desse processo de revis\u00e3o tem 10 facetas de n\u00edvel principal e o total de 96 r\u00f3tulos.\n\nConclus\u00f5es: a percep\u00e7\u00e3o dos especialistas trouxe \u00e0 tona um panorama congruente com as recomenda\u00e7\u00f5es da Unesco e do atual cen\u00e1rio da Ci\u00eancia Aberta.", + "language": [ + "Spanish" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Math & Statistics", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Ci\u00eancia Aberta - Taxonomia", + "Comunica\u00e7\u00e3o Cient\u00edfica", + "Representa\u00e7\u00e3o do Conhecimento", + "Unesco" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.5007/1518-2924.2023.e91712", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/teaching-and-mentoring-open-science.md b/content/curated_resources/teaching-and-mentoring-open-science.md new file mode 100644 index 00000000000..062e9901de2 --- /dev/null +++ b/content/curated_resources/teaching-and-mentoring-open-science.md @@ -0,0 +1,41 @@ +{ + "timestamp": "10/14/2021 12:08:53", + "title": "Teaching and Mentoring Open Science", + "link_to_resource": "https://osf.io/3dp52/", + "creators": [ + "Matthew Kim", + "Adrienne D. Woods", + "Alexa Ellis and Pamela Davis-Kean" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A syllabi about mentoring and teaching open science", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Conceptual and statistical knowledge" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Hidden curriculum", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/teaching-open-and-reproducible-scholarsh.md b/content/curated_resources/teaching-open-and-reproducible-scholarsh.md new file mode 100644 index 00000000000..20da6f1c55e --- /dev/null +++ b/content/curated_resources/teaching-open-and-reproducible-scholarsh.md @@ -0,0 +1,111 @@ +{ + "timestamp": "3/20/2025 15:27:27", + "title": "Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes", + "link_to_resource": "https://doi.org/10.1098/rsos.221255", + "creators": [ + "Madeleine Pownall", + "Fl\u00e1vio Azevedo", + "Laura M. K\u00f6nig", + "Hannah R. Slack", + "Thomas Rhys Evans", + "Zoe Flack", + "Sandra Grinschgl", + "Mahmoud M. Elsherif", + "Katie A. Gilligan-Lee", + "Catia M. F. de Oliveira", + "Biljana Gjoneska", + "Tamara Kalandadze", + "Katherine Button", + "Sarah Ashcroft-Jones", + "Jenny Terry", + "Nihan Albayrak-Aydemir", + "Filip D\u011bcht\u011brenko", + "Shilaan Alzahawi", + "Bradley J. Baker", + "Merle-Marie Pittelkow", + "Lydia Riedl", + "Kathleen Schmidt", + "Charlotte R. Pennington", + "John J. Shaw", + "Timo L\u00fcke", + "Matthew C. Makel", + "Helena Hartmann", + "Mirela Zaneva", + "Daniel Walker", + "Steven Verheyen", + "Daniel Cox", + "Jennifer Mattschey", + "Tom Gallagher-Mitchell", + "Peter Branney", + "Yanna Weisberg", + "Kamil Izydorczak", + "Ali H. Al-Hoorie", + "Ann-Marie Creaven", + "Suzanne L. K. Stewart", + "Kai Krautter", + "Karen Matvienko-Sikar", + "Samuel J. Westwood", + "Patr\u00edcia Arriaga", + "Meng Liu", + "Myriam A. Baum", + "Tobias Wingen", + "Robert M. Ross", + "Aoife O'Mahony", + "Agata Bochynska", + "Michelle Jamieson", + "Myrthe Vel Tromp", + "Siu Kit Yeung", + "Martin R. Vasilev", + "Am\u00e9lie Gourdon-Kanhukamwe", + "Leticia Micheli", + "Markus Konkol", + "David Moreau", + "James E. Bartlett", + "Kait Clark", + "Gwen Brekelmans", + "Theofilos Gkinopoulos", + "Samantha L. Tyler", + "Jan Philipp R\u00f6er", + "Zlatomira G. Ilchovska", + "Christopher R. Madan", + "Olly Robertson", + "Bethan J. Iley", + "Samuel Guay", + "Martina Sladekova", + "Shanu Sadhwani and FORRT" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students\u2019 understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Pedagogy; Higher Education; Graduate Education; Teaching Practices; Open Scholarship; Reproducible Scholarship" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Research with students (under- and graduate)", + "doi": "10.1098/rsos.221255", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/teaching-psych-science.md b/content/curated_resources/teaching-psych-science.md new file mode 100644 index 00000000000..7b326c939e8 --- /dev/null +++ b/content/curated_resources/teaching-psych-science.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-10T08:13:40.715Z", + "title": "teaching psych science", + "link_to_resource": "http://www.teachpsychscience.org/", + "creators": [ + "Lewandowski", + "Jr.", + "Ciarocco and Strohmetz" + ], + "material_type": [ + "Activity/Lab", + "Asssessment" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A collection of activities to teach APA writing and statistics", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/teaching-replicable-and-reproducible-sci.md b/content/curated_resources/teaching-replicable-and-reproducible-sci.md new file mode 100644 index 00000000000..d866690394e --- /dev/null +++ b/content/curated_resources/teaching-replicable-and-reproducible-sci.md @@ -0,0 +1,39 @@ +{ + "timestamp": "10/13/2020 9:15:36", + "title": "Teaching replicable and reproducible science", + "link_to_resource": "https://osf.io/x7d45/", + "creators": [ + "Kirsten Lane et al." + ], + "material_type": [ + "Module", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Participants will develop materials for teaching replicability and reproducible science. Possible materials to be generated include syllabi, specific assignments, or single lectures or lesson plans. We will provide existing teaching materials and structured activities designed to help participants define learning goals, develop teaching resources to facilitate those goals, and to create appropriate learning assessments.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Teaching" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/teaching-replication-in-psychology-a-gui.md b/content/curated_resources/teaching-replication-in-psychology-a-gui.md new file mode 100644 index 00000000000..d3b04f1d423 --- /dev/null +++ b/content/curated_resources/teaching-replication-in-psychology-a-gui.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-11T10:45:22.707Z", + "title": "Teaching Replication in Psychology: A Guide for Teachers and Students", + "link_to_resource": "https://osf.io/28r6g/", + "creators": [ + "Bradford Wiggins" + ], + "material_type": [ + "Lecture", + "Lecture Notes", + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This symposium explores the \u201creplication crisis\u201d from the perspective of teachers and students. Presenters will describe the major issues surrounding replication, explain how students can contribute to replication research both in the classroom and in the lab, and offer curricular models that incorporate replication.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Replication Research" + ], + "tags": [ + "OSF Project" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/teaching-replication-in-social-sciences.md b/content/curated_resources/teaching-replication-in-social-sciences.md new file mode 100644 index 00000000000..216a0bae8d5 --- /dev/null +++ b/content/curated_resources/teaching-replication-in-social-sciences.md @@ -0,0 +1,49 @@ +{ + "timestamp": "6/12/2025 12:33:21", + "title": "Teaching Replication in Social Sciences", + "link_to_resource": "https://osf.io/g3k5t/", + "creators": [ + "Nate Breznau", + "Gerrit Bauer", + "Johanna Gereke", + "Rima-Maria Rahal", + "Joachim K. Rennstich", + "Hannah Soin\u00e9", + "Jan H. H\u00f6ffler", + "Nicole Janz" + ], + "material_type": [ + "Syllabus", + "Slides" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Supplementary materials for working paper on teaching constructive replications in social science courses.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Replication; Teaching" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/teaching-replication-to-graduate-student.md b/content/curated_resources/teaching-replication-to-graduate-student.md new file mode 100644 index 00000000000..ec467d4d765 --- /dev/null +++ b/content/curated_resources/teaching-replication-to-graduate-student.md @@ -0,0 +1,46 @@ +{ + "timestamp": "5/22/2023 6:43:09", + "title": "Teaching Replication to Graduate Students", + "link_to_resource": "https://doi.org/10.1177/0092055X19867996", + "creators": [ + "Dragana Stojmenovska", + "Thijs Bol", + "and Thomas Leopold" + ], + "material_type": [ + "Case Study", + "Reading", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Adult Education" + ], + "abstract": "Replicating published studies promotes active learning of quantitative research skills. Drawing on experiences from a replication course, we provide practical tips and reflections for teachers who consider incorporating replication in their courses. We discuss teaching practices and challenges we encountered at three stages of a replication course: student recruitment, course structure and proceedings, and learning outcomes. We highlight that by engaging in replication, students learn from established scholarly work in a collaborative and reflective manner. Students not only improve their quantitative literacy but also learn more generally about the scientific method and the production of research.\n", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Teaching", + "Mentoring", + "Quantitative" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1177/0092055X19867996", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/teaching-replication.md b/content/curated_resources/teaching-replication.md new file mode 100644 index 00000000000..59988875afb --- /dev/null +++ b/content/curated_resources/teaching-replication.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-22T18:43:10.415Z", + "title": "Teaching replication", + "link_to_resource": "https://journals.sagepub.com/doi/10.1177/1745691612460686", + "creators": [ + "Michael C. Frank and Rebecca Saxe" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Replication is held as the gold standard for ensuring the reliability of published scientific literature. But conducting direct replications is expensive, time-consuming, and unrewarded under current publication practices. So who will do them? Our answer is that students in laboratory classes should replicate recent findings as part of their training in experimental methods. In our own courses, we have found that replicating cutting-edge results is exciting and fun, it gives students the opportunity to make real scientific contributions (provided supervision is appropriate), and it provides object lessons about the scientific process, the importance of reporting standards, and the value of openness.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1177/1745691612460686", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/teaching-resources-spreadsheet.md b/content/curated_resources/teaching-resources-spreadsheet.md new file mode 100644 index 00000000000..7bae5a6aebd --- /dev/null +++ b/content/curated_resources/teaching-resources-spreadsheet.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-10T08:31:46.972Z", + "title": "Teaching resources spreadsheet", + "link_to_resource": "https://docs.google.com/spreadsheets/d/1kzJDrj3dtL9WOz_zRMEhgR7xxo9p3pGQOLJMUVkO1A0/edit#gid=0", + "creators": [ + "Courtney Soderberg" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "An excel spreadsheet about collection of open science items", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Knowledge" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/teaching-the-why-and-how-of-replication.md b/content/curated_resources/teaching-the-why-and-how-of-replication.md new file mode 100644 index 00000000000..c98937e6c11 --- /dev/null +++ b/content/curated_resources/teaching-the-why-and-how-of-replication.md @@ -0,0 +1,49 @@ +{ + "timestamp": "3/13/2025 12:56:15", + "title": "Teaching the why and how of replication studies", + "link_to_resource": "https://forrt.org/educators-corner/004-teaching-why-how-replication/", + "creators": [ + "Patrick Forscher & Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Full Course", + "Lecture", + "Lesson", + "Module", + "Reading", + "Syllabus", + "Teaching/Learning Strategy", + "Unit of Study", + "Workshop" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Psychological science is in the midst of a \u201ccredibility crisis\u201d in which its practitioners re-examine their practices and re-define what constitutes study rigor. Replication studies have formed a critical role in motivating this sense of crisis \u2013 a sense of crisis that has led directly to the current movement to improve psychological science through a \u201ccredibility revolution\u201d.\n\nDespite this important role, when I was invited to hold a virtual two-day, 10-hour workshop on replication studies for the students and faculty of the Department of Social and Organizational Psychology at ISCTE in Lisbon, I realized that I did not have any ready-made teaching materials on this important topic. This blog shares the guiding principles of the workshop and my finished materials so that you, the reader, can learn from my experiences.\n\nMy workshop materials, including a syllabus, suggested readings, and exercises, are freely available at https://osf.io/m9bzh/", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration", + "Replication Research" + ], + "tags": [ + "Replication; Credibility Crisis; Psychology; Research Methods; Resource Planning; Preregistration; Teaching; Workshop" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study, History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/team-neurodiversity.md b/content/curated_resources/team-neurodiversity.md new file mode 100644 index 00000000000..8781bdbcde8 --- /dev/null +++ b/content/curated_resources/team-neurodiversity.md @@ -0,0 +1,45 @@ +{ + "timestamp": "4/8/2025 8:31:19", + "title": "Team Neurodiversity", + "link_to_resource": "https://forrt.org/neurodiversity/", + "creators": [ + "Framework for Open and Reproducible Research Training" + ], + "material_type": [ + "Reading", + "Research Team" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "This team is responsible for discussing how open scholarship can be used to support the neurodiversity movement and enhance connections between open scholarship and neurodiversity; and how neurodiversity and open scholarship can intersect to make higher education more inclusive and accessible.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Parent", + "Librarian" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Neurodiversity" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Neurodiversity, Inclusion, Accessibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/template-preregistration-registered-repo.md b/content/curated_resources/template-preregistration-registered-repo.md new file mode 100644 index 00000000000..77b93000e3c --- /dev/null +++ b/content/curated_resources/template-preregistration-registered-repo.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "Template preregistration Registered Report", + "link_to_resource": "https://osf.io/93znh/", + "creators": [ + "Chris Chambers" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "If you can answer these TEN questions you will have built the engine of a Stage 1 Registered Report.", + "language": [ + "English" + ], + "conditions_of_use": "", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Funders", + "Librarians", + "Open Scholarship Guidelines", + "Publishers", + "Publishing", + "Researchers" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports, Understanding the types of preregistration and writing one.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ten-quick-tips-for-building-fair-workflo.md b/content/curated_resources/ten-quick-tips-for-building-fair-workflo.md new file mode 100644 index 00000000000..8d38d256040 --- /dev/null +++ b/content/curated_resources/ten-quick-tips-for-building-fair-workflo.md @@ -0,0 +1,71 @@ +{ + "timestamp": "10/2/2023 10:07:23", + "title": "Ten quick tips for building FAIR workflows", + "link_to_resource": "https://doi.org/10.1371/journal.pcbi.1011369", + "creators": [ + "Casper de Visser", + "Lennart F. Johansson", + "Purva Kulkarni", + "Hailiang Mei", + "Pieter Neerincx", + "K. Joeri van der Velde", + "P\u00e9ter Horvatovich", + "Alain J. van Gool", + "Morris A. Swertz", + "Peter A. C. \u2018t Hoen", + "Anna Niehues" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Research data is accumulating rapidly and with it the challenge of fully reproducible science. As a consequence, implementation of high-quality management of scientific data has become a global priority. The FAIR (Findable, Accesible, Interoperable and Reusable) principles provide practical guidelines for maximizing the value of research data; however, processing data using workflows\u2014systematic executions of a series of computational tools\u2014is equally important for good data management. The FAIR principles have recently been adapted to Research Software (FAIR4RS Principles) to promote the reproducibility and reusability of any type of research software. Here, we propose a set of 10 quick tips, drafted by experienced workflow developers that will help researchers to apply FAIR4RS principles to workflows. The tips have been arranged according to the FAIR acronym, clarifying the purpose of each tip with respect to the FAIR4RS principles. Altogether, these tips can be seen as practical guidelines for workflow developers who aim to contribute to more reproducible and sustainable computational science, aiming to positively impact the open science and FAIR community.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian", + "researcher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Computer Software", + "Metadata", + "Source Code", + "Programming Languages", + "Reproducibility", + "Data Management", + "Research Design", + "Software Tools" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management, Metadata standards", + "doi": "10.1371/journal.pcbi.1011369", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ten-simple-rules-for-effective-statistic.md b/content/curated_resources/ten-simple-rules-for-effective-statistic.md new file mode 100644 index 00000000000..11a1ede5f51 --- /dev/null +++ b/content/curated_resources/ten-simple-rules-for-effective-statistic.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-07T18:43:00.336Z", + "title": "Ten Simple Rules for Effective Statistical Practice", + "link_to_resource": "https://doi.org/10.1371/journal.pcbi.1004961", + "creators": [ + "Robert E.Kass et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A paper about Ten Simple Rules for Effective Statistical Practice", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1371/journal.pcbi.1004961", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ten-simple-rules-for-pushing-boundaries.md b/content/curated_resources/ten-simple-rules-for-pushing-boundaries.md new file mode 100644 index 00000000000..6349032b93e --- /dev/null +++ b/content/curated_resources/ten-simple-rules-for-pushing-boundaries.md @@ -0,0 +1,59 @@ +{ + "timestamp": "2/20/2025 5:47:25", + "title": "Ten simple rules for pushing boundaries of inclusion at academic events", + "link_to_resource": "https://doi.org/10.1371/journal.pcbi.1011797", + "creators": [ + "Siobhan Mackenzie Hall", + "Daniel Kochin", + "Carmel Carne", + "Patricia Herterich", + "Kristen Lenay Lewers", + "Mohamed Abdelhack", + "Arun Ramasubramanian", + "Juno Felecia Michael Alphonse", + "Visotheary Ung", + "Sara El-Gebali", + "Christopher Brian Currin", + "Esther Plomp", + "Rachel Thompson", + "Malvika Sharan" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Inclusion at academic events is facing increased scrutiny as the communities these events serve raise their expectations for who can practically attend. Active efforts in recent years to bring more diversity to academic events have brought progress and created momentum. However, we must reflect on these efforts and determine which underrepresented groups are being disadvantaged. Inclusion at academic events is important to ensure diversity of discourse and opinion, to help build networks, and to avoid academic siloing. All of these contribute to the development of a robust and resilient academic field. We have developed these Ten Simple Rules both to amplify the voices that have been speaking out and to celebrate the progress of many Equity, Diversity, and Inclusivity practices that continue to drive the organisation of academic events. The Rules aim to raise awareness as well as provide actionable suggestions and tools to support these initiatives further. This aims to support academic organisations such as the Deep Learning Indaba, Neuromatch Academy, the IBRO-Simons Computational Neuroscience Imbizo, Biodiversity Information Standards (TDWG), Arabs in Neuroscience, FAIRPoints, and OLS (formerly Open Life Science). This article is a call to action for organisers to reevaluate the impact and reach of their inclusive practices.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Inclusion", + "Academic Events", + "Diversity", + "Equity" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Inclusion, Diversity in Academia, Equity", + "doi": "10.1371/journal.pcbi.1011797", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ten-simple-rules-for-reproducible-comput.md b/content/curated_resources/ten-simple-rules-for-reproducible-comput.md new file mode 100644 index 00000000000..46c84c49d36 --- /dev/null +++ b/content/curated_resources/ten-simple-rules-for-reproducible-comput.md @@ -0,0 +1,50 @@ +{ + "timestamp": "01/01/2020", + "title": "Ten Simple Rules for Reproducible Computational Research", + "link_to_resource": "https://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1003285", + "creators": [ + "Anton Nekrutenko", + "Eivind Hovig", + "Geir Kjetil Sandve", + "James Taylor" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Replication is the cornerstone of a cumulative science. However, new tools and technologies, massive amounts of data, interdisciplinary approaches, and the complexity of the questions being asked are complicating replication efforts, as are increased pressures on scientists to advance their research. As full replication of studies on independently collected data is often not feasible, there has recently been a call for reproducible research as an attainable minimum standard for assessing the value of scientific claims. This requires that papers in experimental science describe the results and provide a sufficiently clear protocol to allow successful repetition and extension of analyses based on original data. The importance of replication and reproducibility has recently been exemplified through studies showing that scientific papers commonly leave out experimental details essential for reproduction, studies showing difficulties with replicating published experimental results, an increase in retracted papers, and through a high number of failing clinical trials. This has led to discussions on how individual researchers, institutions, funding bodies, and journals can establish routines that increase transparency and reproducibility. In order to foster such aspects, it has been suggested that the scientific community needs to develop a \u201cculture of reproducibility\u201d for computational science, and to require it for published claims. We want to emphasize that reproducibility is not only a moral responsibility with respect to the scientific field, but that a lack of reproducibility can also be a burden for you as an individual researcher. As an example, a good practice of reproducibility is necessary in order to allow previously developed methodology to be effectively applied on new data, or to allow reuse of code and results for new projects. In other words, good habits of reproducibility may actually turn out to be a time-saver in the longer run. We further note that reproducibility is just as much about the habits that ensure reproducible research as the technologies that can make these processes efficient and realistic. Each of the following ten rules captures a specific aspect of reproducibility, and discusses what is needed in terms of information handling and tracking of procedures. If you are taking a bare-bones approach to bioinformatics analysis, i.e., running various custom scripts from the command line, you will probably need to handle each rule explicitly. If you are instead performing your analyses through an integrated framework (such as GenePattern, Galaxy, LONI pipeline, or Taverna), the system may already provide full or partial support for most of the rules. What is needed on your part is then merely the knowledge of how to exploit these existing possibilities.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Archives", + "Computer and Information Sciences", + "Computer Applications", + "Data", + "Habits", + "Replication Studies", + "Reproducibility", + "Sequence Analysis", + "Source Code" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "10.1371/journal.pcbi.1003285", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ten-simple-rules-for-the-care-and-feedin.md b/content/curated_resources/ten-simple-rules-for-the-care-and-feedin.md new file mode 100644 index 00000000000..3160f73d3df --- /dev/null +++ b/content/curated_resources/ten-simple-rules-for-the-care-and-feedin.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-29T18:19:49.274Z", + "title": "Ten Simple Rules for the Care and Feeding of Scientific Data", + "link_to_resource": "https://doi.org/10.1371/journal.pcbi.1003542", + "creators": [ + "Goodman", + "Alyssa", + "et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A paper about ten Simple Rules for the Care and Feeding of Scientific Data", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1371/journal.pcbi.1003542", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ten-strategies-to-foster-open-science-in.md b/content/curated_resources/ten-strategies-to-foster-open-science-in.md new file mode 100644 index 00000000000..4b1f6ce2b38 --- /dev/null +++ b/content/curated_resources/ten-strategies-to-foster-open-science-in.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/6/2025 5:55:50", + "title": "Ten Strategies to Foster Open Science in Psychology and Beyond", + "link_to_resource": "https://doi.org/10.1525/collabra.57545", + "creators": [ + "Nicol\u00e1s Alessandroni & Krista Byers-Heinlein" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The scientific community has long recognized the benefits of open science. Today, governments and research agencies worldwide are increasingly promoting and mandating open practices for scientific research. However, for open science to become the by-default model for scientific research, researchers must perceive open practices as accessible and achievable. A significant obstacle is the lack of resources providing a clear direction on how researchers can integrate open science practices in their day-to-day workflows. This article outlines and discusses ten concrete strategies that can help researchers use and disseminate open science. The first five strategies address basic ways of getting started in open science that researchers can put into practice today. The last five strategies are for researchers who are more advanced in open practices to advocate for open science. Our paper will help researchers navigate the transition to open science practices and support others in shifting toward openness, thus contributing to building a better science.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Research Practices", + "Research Policies", + "Research Culture", + "Reproducibility" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Structures and incentives in academia", + "doi": "10.1525/collabra.57545", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ten-strategies-to-foster-open-science-in_2.md b/content/curated_resources/ten-strategies-to-foster-open-science-in_2.md new file mode 100644 index 00000000000..a09f28cf4d0 --- /dev/null +++ b/content/curated_resources/ten-strategies-to-foster-open-science-in_2.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2/20/2025 5:30:46", + "title": "Ten Strategies to Foster Open Science in Psychology and Beyond", + "link_to_resource": "https://doi.org/10.1525/collabra.57545", + "creators": [ + "Nicol\u00e1s Alessandroni", + "Krista Byers-Heinlein" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The scientific community has long recognized the benefits of open science. Today, governments and research agencies worldwide are increasingly promoting and mandating open practices for scientific research. However, for open science to become the by-default model for scientific research, researchers must perceive open practices as accessible and achievable. A significant obstacle is the lack of resources providing a clear direction on how researchers can integrate open science practices in their day-to-day workflows. This article outlines and discusses ten concrete strategies that can help researchers use and disseminate open science. The first five strategies address basic ways of getting started in open science that researchers can put into practice today. The last five strategies are for researchers who are more advanced in open practices to advocate for open science. Our paper will help researchers navigate the transition to open science practices and support others in shifting toward openness, thus contributing to building a better science.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Research Practices", + "Research Policies", + "Research Culture", + "Reproducibility" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Structures and incentives in academia, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1525/collabra.57545", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ten-strategies-to-foster-open-science-in_3.md b/content/curated_resources/ten-strategies-to-foster-open-science-in_3.md new file mode 100644 index 00000000000..12429c2c065 --- /dev/null +++ b/content/curated_resources/ten-strategies-to-foster-open-science-in_3.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2/27/2025 3:37:25", + "title": "Ten Strategies to Foster Open Science in Psychology and Beyond", + "link_to_resource": "https://doi.org/10.1525/collabra.57545", + "creators": [ + "Nicol\u00e1s Alessandroni", + "Krista Byers-Heinlein and Katie Corker" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The scientific community has long recognized the benefits of open science. Today, governments and research agencies worldwide are increasingly promoting and mandating open practices for scientific research. However, for open science to become the by-default model for scientific research, researchers must perceive open practices as accessible and achievable. A significant obstacle is the lack of resources providing a clear direction on how researchers can integrate open science practices in their day-to-day workflows. This article outlines and discusses ten concrete strategies that can help researchers use and disseminate open science. The first five strategies address basic ways of getting started in open science that researchers can put into practice today. The last five strategies are for researchers who are more advanced in open practices to advocate for open science. Our paper will help researchers navigate the transition to open science practices and support others in shifting toward openness, thus contributing to building a better science.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Research Practices", + "Research Policies", + "Research Culture", + "Reproducibility" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Structures and incentives in academia", + "doi": "10.1525/collabra.57545", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/tension-between-theory-and-practice-of-r.md b/content/curated_resources/tension-between-theory-and-practice-of-r.md new file mode 100644 index 00000000000..1832171a6f8 --- /dev/null +++ b/content/curated_resources/tension-between-theory-and-practice-of-r.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2/6/2025 5:01:34", + "title": "Tension Between Theory and Practice of Replication", + "link_to_resource": "https://doi.org/10.36850/mr9", + "creators": [ + "Erkan O. Buzbas and Berna Devezer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A core problem that has been addressed in the scientific reform movement so far is the low rates of reproducibility of research results. Mainstream reform literature has aimed at increasing reproducibility rates by implementing procedural changes in research practice and scientific policy. At the sidelines of reform, theoreticians have worked on understanding the underlying causes of irreproducibility from the ground up. Each approach faces its own challenges. While the mainstream focus on swift practical changes has not been buttressed by sound theoretical arguments, theoretical work is slow and initially is only capable of answering questions in idealized setups, removed from real life constraints. In this article, we continue to develop theoretical foundations in understanding non-exact replications and meta-hypothesis tests in multi-site replication studies, juxtapose these theoretical intuitions with practical reform examples, and expose challenges we face. In our estimation, a major challenge in the next generation of the reform movement is to bridge the gap between theoretical knowledge and practical advancements.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Formal Theory", + "Replication", + "Reproducibility", + "Meta-Hypothesis", + "Multi-site Replications", + "Sceintific Reform" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research, Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.36850/mr9", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/tension-between-theory-and-practice-of-r_2.md b/content/curated_resources/tension-between-theory-and-practice-of-r_2.md new file mode 100644 index 00000000000..70875c2a276 --- /dev/null +++ b/content/curated_resources/tension-between-theory-and-practice-of-r_2.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/27/2025 5:34:04", + "title": "Tension Between Theory and Practice of Replication", + "link_to_resource": "https://doi.org/10.36850/mr9", + "creators": [ + "Erkan O. Buzbas and Berna Devezer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A core problem that has been addressed in the scientific reform movement so far is the low rates of reproducibility of research results. Mainstream reform literature has aimed at increasing reproducibility rates by implementing procedural changes in research practice and scientific policy. At the sidelines of reform, theoreticians have worked on understanding the underlying causes of irreproducibility from the ground up. Each approach faces its own challenges. While the mainstream focus on swift practical changes has not been buttressed by sound theoretical arguments, theoretical work is slow and initially is only capable of answering questions in idealized setups, removed from real life constraints. In this article, we continue to develop theoretical foundations in understanding non-exact replications and meta-hypothesis tests in multi-site replication studies, juxtapose these theoretical intuitions with practical reform examples, and expose challenges we face. In our estimation, a major challenge in the next generation of the reform movement is to bridge the gap between theoretical knowledge and practical advancements.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Formal theory", + "Replication", + "Reproducibility", + "Meta-hypothesis", + "Multi-site replications", + "Scientific Reform" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Collection of large scale replications", + "doi": "10.36850/mr9", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-52-symptoms-of-major-depression-lack.md b/content/curated_resources/the-52-symptoms-of-major-depression-lack.md new file mode 100644 index 00000000000..e0168475622 --- /dev/null +++ b/content/curated_resources/the-52-symptoms-of-major-depression-lack.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-10T19:15:32.485Z", + "title": "The 52 symptoms of major depression: Lack of content overlap among seven common depression scales", + "link_to_resource": "https://doi.org/10.1016/j.jad.2016.10.019", + "creators": [ + "Eiko I.Fried" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Depression severity is assessed in numerous research disciplines, ranging from the social sciences to genetics, and used as a dependent variable, predictor, covariate, or to enroll participants. The routine practice is to assess depression severity with one particular depression scale, and draw conclusions about depression in general, relying on the assumption that scales are interchangeable measures of depression. The present paper investigates to which degree 7 common depression scales differ in their item content and generalizability. A content analysis is carried out to determine symptom overlap among the 7 scales via the Jaccard index (0=no overlap, 1=full overlap). Per scale, rates of idiosyncratic symptoms, and rates of specific vs. compound symptoms, are computed. The 7 instruments encompass 52 disparate symptoms. Mean overlap among all scales is low (0.36), mean overlap of each scale with all others ranges from 0.27 to 0.40, overlap among individual scales from 0.26 to 0.61. Symptoms feature across a mean of 3 scales, 40% of the symptoms appear in only a single scale, 12% across all instruments. Scales differ regarding their rates of idiosyncratic symptoms (0\u201333%) and compound symptoms (22\u201390%). Future studies analyzing more and different scales will be required to obtain a better estimate of the number of depression symptoms; the present content analysis was carried out conservatively and likely underestimates heterogeneity across the 7 scales. The substantial heterogeneity of the depressive syndrome and low overlap among scales may lead to research results idiosyncratic to particular scales used, posing a threat to the replicability and generalizability of depression research. Implications and future research opportunities are discussed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1016/j.jad.2016.10.019", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-academic-impact-of-open-science-a-sc.md b/content/curated_resources/the-academic-impact-of-open-science-a-sc.md new file mode 100644 index 00000000000..ae02b09fa98 --- /dev/null +++ b/content/curated_resources/the-academic-impact-of-open-science-a-sc.md @@ -0,0 +1,50 @@ +{ + "timestamp": "2/13/2025 6:34:52", + "title": "The academic impact of Open Science: a scoping review", + "link_to_resource": "https://doi.org/10.31235/osf.io/ptjub", + "creators": [ + "Thomas Klebel", + "Vincent Traag", + "Ioanna Grypari", + "Lennart Stoy", + "and Tony Ross-Hellauer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Open Science seeks to make research processes and outputs more accessible, transparent, and inclusive, ensuring that scientific findings can be freely shared, scrutinised, and built-upon by researchers and others. To date, there has been no systematic synthesis of the extent to which Open Science reaches these aims. We use the PRISMA scoping review methodology to partially address this gap, scoping evidence on the academic (but not societal or economic) impacts of OS. We identify 489 studies related to all aspects of OS, including Open Access (OA), Open/FAIR Data (OFD), Open Code/Software, Open Evaluation, and Citizen Science (CS). Analysing and synthesising findings, we show that the majority of studies investigated effects of OA, CS, and OFD. Key areas of impact studied are citations, quality, efficiency, equity, reuse, ethics, and reproducibility, with most studies reporting positive or at least mixed impacts. However, we also identified significant unintended negative impacts, especially those regarding equity, diversity and inclusion. Overall, the main barrier to academic impact of OS is lack of skills, resources, and infrastructure to effectively reuse and build on existing research. Building on this synthesis we identify gaps within this literature and draw implications for future research and policy.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Career and Technical Education", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Scoping Review", + "Open Science Aims" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia, Research assessment, proposals, and reforms", + "doi": "10.31235/osf.io/ptjub", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-amazing-significo-why-researchers-ne.md b/content/curated_resources/the-amazing-significo-why-researchers-ne.md new file mode 100644 index 00000000000..3c9774dda23 --- /dev/null +++ b/content/curated_resources/the-amazing-significo-why-researchers-ne.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-09T07:34:37.002Z", + "title": "The Amazing Significo: why researchers need to understand poker", + "link_to_resource": "http://deevybee.blogspot.com/2016/01/the-amazing-significo-why-researchers.html?m=1", + "creators": [ + "Dorothy Bishop" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A post that describes significance values", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Education", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Blog", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-appropriate-use-of-null-hypothesis-t.md b/content/curated_resources/the-appropriate-use-of-null-hypothesis-t.md new file mode 100644 index 00000000000..fc5b7929f82 --- /dev/null +++ b/content/curated_resources/the-appropriate-use-of-null-hypothesis-t.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-24T12:42:57.049Z", + "title": "The appropriate use of null hypothesis testing. ", + "link_to_resource": "https://doi.org/10.1037/1082-989X.1.4.379", + "creators": [ + "R.W. Frick" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The many criticisms of null hypothesis testing suggest when it is not useful and what is should not be used for. This article explores when and why its use is appropriate. Null hypothesis testing is insufficient when size of effect is important, but it is ideal for testing ordinal claims relating the order of conditions, which are common in psychology. Null hypothesis testing also is insufficient for determining beliefs, but it is ideal for demonstrating sufficient evidential strength to support an ordinal claim, with sufficient evidence being 1 criterion for a finding entering the corpus of legitimate findings in psychology. The line between sufficient and insufficient evidence is currently set at p < .05; there is little reason for allowing experimenters to select their own value of alpha. Thus null hypothesis testing is an optimal method for demonstrating sufficient evidence for an ordinal claim.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1037/1082-989X.1.4.379", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-asa-statement-on-p-values-context-pr.md b/content/curated_resources/the-asa-statement-on-p-values-context-pr.md new file mode 100644 index 00000000000..081369b3a0b --- /dev/null +++ b/content/curated_resources/the-asa-statement-on-p-values-context-pr.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-24T12:10:37.555Z", + "title": "The ASA Statement on p-Values: Context, Process, and Purpose", + "link_to_resource": "https://amstat.tandfonline.com/doi/full/10.1080/00031305.2016.1154108", + "creators": [ + "Ronald L. Wasserstein & Nicole A. Lazar" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "An editorial about p value", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1080/00031305.2016.1154108", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-baby-factory-difficult-research-obje.md b/content/curated_resources/the-baby-factory-difficult-research-obje.md new file mode 100644 index 00000000000..80ca879bdab --- /dev/null +++ b/content/curated_resources/the-baby-factory-difficult-research-obje.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-31T18:38:37.236Z", + "title": "The Baby Factory: Difficult Research Objects, Disciplinary Standards, and the Production of Statistical Significance", + "link_to_resource": "https://doi.org/10.1177/2378023115625071", + "creators": [ + "David Peterson" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Science studies scholars have shown that the management of natural complexity in lab settings is accomplished through a mixture of technological standardization and tacit knowledge by lab workers. Yet these strategies are not available to researchers who study difficult research objects. Using 16 months of ethnographic data from three laboratories that conduct experiments on infants and toddlers, the author shows how psychologists produce statistically significant results under challenging circumstances by using strategies that enable them to bridge the distance between an uncontrollable research object and a professional culture that prizes methodological rigor. This research raises important questions regarding the value of restrictive evidential cultures in challenging research environments.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1177/2378023115625071", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-bayes-factor.md b/content/curated_resources/the-bayes-factor.md new file mode 100644 index 00000000000..92e78d7e86c --- /dev/null +++ b/content/curated_resources/the-bayes-factor.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-16T12:49:35.192Z", + "title": "The Bayes Factor", + "link_to_resource": "https://sites.tufts.edu/hilab/podcast/", + "creators": [ + "Prof. JP De Ruiter" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Podcast" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In this episode JP and Alex interview Zoltan Dienes. They discuss Zoltan's passion for the martial arts, why Bayesian inference could be more Popperian than you might think, and the easiest way to start using Bayesian statistics in practice.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Podcast" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., Philosophy of science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-bayesfactor-blog.md b/content/curated_resources/the-bayesfactor-blog.md new file mode 100644 index 00000000000..0cb0a9f8d14 --- /dev/null +++ b/content/curated_resources/the-bayesfactor-blog.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-10T08:54:23.927Z", + "title": "The Bayesfactor blog", + "link_to_resource": "http://bayesfactor.blogspot.com", + "creators": [ + "Richard Morey" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Blog about Bayesfactor and statistics", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-bayesian-reproducibility-project.md b/content/curated_resources/the-bayesian-reproducibility-project.md new file mode 100644 index 00000000000..286cfbef197 --- /dev/null +++ b/content/curated_resources/the-bayesian-reproducibility-project.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2020-05-10T09:00:27.501Z", + "title": "The Bayesian Reproducibility Project", + "link_to_resource": "https://alexanderetz.com/2015/08/30/the-bayesian-reproducibility-project/", + "creators": [ + "Alexander Etz" + ], + "material_type": [ + "Data Set", + "Reading", + "Simulation", + "R code" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "An abstract about bayesian reproducibility project", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "Blog", + "R code" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-benefits-of-preregistration-and-regi.md b/content/curated_resources/the-benefits-of-preregistration-and-regi.md new file mode 100644 index 00000000000..53ca6e0ca9c --- /dev/null +++ b/content/curated_resources/the-benefits-of-preregistration-and-regi.md @@ -0,0 +1,46 @@ +{ + "timestamp": "1/12/2025 9:52:08", + "title": "The Benefits of Preregistration and Registered Reports", + "link_to_resource": "https://doi.org/10.31234/osf.io/dqap7", + "creators": [ + "Daniel Lakens", + "Cristian Mesquida", + "Sajedeh Rasti", + "and Massimiliano Ditroilo" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Practices that introduce systematic bias are common in most scientific disciplines, including toxicology. Selective reporting of results and publication bias are two of the most prevalent sources of bias and lead to unreliable scientific claims. Preregistration and Registered Reports are recent developments that aim to counteract systematic bias and allow other scientists to transparently evaluate how severely a claim has been tested. We review metascientific research confirming that preregistration and Registered Reports achieve their goals, and have additional benefits, such as improving the quality of studies. We then reflect on criticisms of preregistration. Beyond the valid concern that the mere presence of a preregistration may be mindlessly used as a proxy for high quality, we identify conflicting viewpoints, several misunderstandings, and a general lack of empirical support for the criticisms that have been raised. We conclude with general recommendations to increase the quality and practice of preregistration.", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration" + ], + "tags": [ + "Preregistration", + "Registered Reports", + "Severity" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Registered reports", + "doi": "10.31234/osf.io/dqap7", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-benefits-of-preregistration-for-hypo.md b/content/curated_resources/the-benefits-of-preregistration-for-hypo.md new file mode 100644 index 00000000000..73337d2cebf --- /dev/null +++ b/content/curated_resources/the-benefits-of-preregistration-for-hypo.md @@ -0,0 +1,49 @@ +{ + "timestamp": "10/27/2023 14:22:11", + "title": "The benefits of preregistration for hypothesis-driven bilingualism research", + "link_to_resource": "https://doi.org/10.1017/S1366728921000031", + "creators": [ + "Daniela Mertzen", + "Sol Lago", + "Shravan Vasishth" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Preregistration is an open science practice that requires the specification of research hypotheses and analysis plans before the data are inspected. Here, we discuss the benefits of preregistration for hypothesis-driven, confirmatory bilingualism research. Using examples from psycholinguistics and bilingualism, we illustrate how non-peer reviewed preregistrations can serve to implement a clean distinction between hypothesis testing and data exploration. This distinction helps researchers avoid casting post-hoc hypotheses and analyses as confirmatory ones. We argue that, in keeping with current best practices in the experimental sciences, preregistration, along with sharing data and code, should be an integral part of hypothesis-driven bilingualism research.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Open Science", + "Bilingualism", + "Psycholinguistics", + "Confirmatory Analysis", + "Exploratory Analysis" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "10.1017/S1366728921000031", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-black-goat.md b/content/curated_resources/the-black-goat.md new file mode 100644 index 00000000000..1e05a050dd1 --- /dev/null +++ b/content/curated_resources/the-black-goat.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2020-05-16T12:47:35.074Z", + "title": "The Black Goat", + "link_to_resource": "http://www.theblackgoatpodcast.com/", + "creators": [ + "Sanjay Srivastava", + "Alexa Tullett", + "and Simine Vazire" + ], + "material_type": [ + "Student Guide", + "Unit of Study", + "Podcast" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Three psychologists talk about doing science. Hosted by Sanjay Srivastava, Alexa Tullett, and Simine Vazire.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Podcast", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-buffet-approach-to-open-science.md b/content/curated_resources/the-buffet-approach-to-open-science.md new file mode 100644 index 00000000000..c29aa8925d8 --- /dev/null +++ b/content/curated_resources/the-buffet-approach-to-open-science.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2/6/2025 5:37:41", + "title": "The Buffet Approach to Open Science", + "link_to_resource": "https://cogtales.wordpress.com/2023/04/16/the-buffet-approach-to-open-science/", + "creators": [ + "Christina Bergmann" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "We have written about a few of the open science practices, some of which are becoming the norm, such as preregistration (and whether it prevents creativity). I\u2019ve also been invited a few times to give classes and workshops to introduce various audiences to open science and how to implement the practices associated with the overall term (which covers so much more than changing our experimental and publishing habits, but that\u2019s another blog post). Doing so means engaging with researchers from various disciplines, who conduct dramatically different types of studies, and approach science from a different angle than the prototypical theory-testing experimenter. The discussions around open science I had in these contexts have been extremely useful for me, and led me to promote what I call the \u201cbuffet approach\u201d to open science. In short, I think it makes most sense to pick and choose those components and practices from open science that fit a specific project, career stage, personal skills, and institutional support.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-SA", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Advice", + "Buffet Approach", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-case-against-statistical-significanc.md b/content/curated_resources/the-case-against-statistical-significanc.md new file mode 100644 index 00000000000..10d87257910 --- /dev/null +++ b/content/curated_resources/the-case-against-statistical-significanc.md @@ -0,0 +1,38 @@ +{ + "timestamp": "2020-05-24T12:26:19.575Z", + "title": "The case against statistical significance testing", + "link_to_resource": "https://www.hepgjournals.org/doi/abs/10.17763/haer.48.3.t490261645281841", + "creators": [ + "Ronald P Carver" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In recent years the use of traditional statistical methods in educational research has increasingly come under attack. In this article, Ronald P. Carver exposes the fantasies often entertained by researchers about the meaning of statistical significance. The author recommends abandoning all statistical significance testing and suggests other ways of evaluating research results. Carver concludes that we should return to the scientific method of examining data and replicating results rather than relying on statistical significance testing to provide equivalent information.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.17763/haer.48.3.t490261645281841", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-case-for-formal-methodology-in-scien.md b/content/curated_resources/the-case-for-formal-methodology-in-scien.md new file mode 100644 index 00000000000..abd89c0acb9 --- /dev/null +++ b/content/curated_resources/the-case-for-formal-methodology-in-scien.md @@ -0,0 +1,61 @@ +{ + "timestamp": "10/23/2023 12:00:20", + "title": "The case for formal methodology in scientific reform", + "link_to_resource": "https://doi.org/10.1098/rsos.200805", + "creators": [ + "Berna Devezer", + "Danielle J. Navarro", + "Joachim Vandekerckhove", + "Erkan Ozge Buzbas" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Current attempts at methodological reform in sciences come in response to an overall lack of rigor in methodological and scientific practices in experimental sciences. However, most methodological reform attempts suffer from similar mistakes and over-generalizations to the ones they aim to address. We argue that this can be attributed in part to lack of formalism and first principles. Considering the costs of allowing false claims to become canonized, we argue for formal statistical rigor and scientific nuance in methodological reform. To attain this rigor and nuance, we propose a five-step formal approach for solving methodological problems. To illustrate the use and benefits of such formalism, we present a formal statistical analysis of three popular claims in the metascientific literature: (i) that reproducibility is the cornerstone of science; (ii) that data must not be used twice in any analysis; and (iii) that exploratory projects imply poor statistical practice. We show how our formal approach can inform and shape debates about such methodological claims.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Preregistration" + ], + "tags": [ + "Double-dipping", + "Exploratory Research", + "Replication", + "Scientific Reform", + "Reproducibility" + ], + "forrt_clusters_new": "", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1098/rsos.200805", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-case-for-using-educational-scholarsh.md b/content/curated_resources/the-case-for-using-educational-scholarsh.md new file mode 100644 index 00000000000..386989d8cc0 --- /dev/null +++ b/content/curated_resources/the-case-for-using-educational-scholarsh.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/20/2025 5:11:46", + "title": "The Case for Using Educational Scholarship to Improve Peer Review", + "link_to_resource": "https://doi.org/10.31234/osf.io/zak4f", + "creators": [ + "Madeleine Pownall" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Peer review is broken. Reviewer comments often lack constructiveness, clarity, and consistency. For decades, educational scholarship has provided evidence-based, theoretically informed, and robust interventions for the provision of effective feedback. I argue, therefore, that the key to fix peer review lies within the educational literature.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Peer Review", + "Open Science" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.31234/osf.io/zak4f", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-challenges-of-open-data-sharing-for.md b/content/curated_resources/the-challenges-of-open-data-sharing-for.md new file mode 100644 index 00000000000..af21925c056 --- /dev/null +++ b/content/curated_resources/the-challenges-of-open-data-sharing-for.md @@ -0,0 +1,48 @@ +{ + "timestamp": "1/9/2025 10:07:23", + "title": "The challenges of open data sharing for qualitative researchers", + "link_to_resource": "https://doi.org/10.1177/13591053241237620", + "creators": [ + "Danielle Lamb", + "Amy Russel", + "Nicola Morant", + "Fiona Stevenson" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "\u2018Open Science\u2019 advocates for open access to scientific research, as well as sharing data, analysis plans and code in order to enable replication of results. However, these requirements typically fail to account for methodological differences between quantitative and qualitative research, and serious ethical problems are raised by the suggestion that full qualitative datasets can or should be published alongside qualitative research papers. Aside from important ethical concerns, the idea of sharing qualitative data in order to enable replication is conceptually at odds with the underpinnings on most qualitative methodologies, which highlight the importance of the unique interpretative function of the researcher. The question of whether secondary analysis of qualitative data is acceptable is key, and in this commentary we argue that there are good conceptual, ethical and economic reasons to consider how funders, researchers and publishers can make better use of existing data.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Epistemology", + "Methodology", + "Open Science", + "Qualitative Methods", + "Quantitative Methods" + ], + "forrt_clusters_new": "Qualitative Research, Replication Crisis and Credibility Revolution, FAIR data and materials", + "forrt_sub_clusters": "Reasons not to share: Privacy and security considerations, Ethical considerations for improved practices, FAIR data and materials: Ethical and legal challenges", + "doi": "10.1177/13591053241237620", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-challenges-of-open-data-sharing-for_2.md b/content/curated_resources/the-challenges-of-open-data-sharing-for_2.md new file mode 100644 index 00000000000..da46c3cae72 --- /dev/null +++ b/content/curated_resources/the-challenges-of-open-data-sharing-for_2.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2/20/2025 5:45:04", + "title": "The challenges of open data sharing for qualitative researchers", + "link_to_resource": "https://doi.org/10.1177/13591053241237620", + "creators": [ + "Danielle Lamb", + "Amy Russell", + "Nicola Morant", + "and Fiona Stevenson" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "\u2018Open Science\u2019 advocates for open access to scientific research, as well as sharing data, analysis plans and code in order to enable replication of results. However, these requirements typically fail to account for methodological differences between quantitative and qualitative research, and serious ethical problems are raised by the suggestion that full qualitative datasets can or should be published alongside qualitative research papers. Aside from important ethical concerns, the idea of sharing qualitative data in order to enable replication is conceptually at odds with the underpinnings on most qualitative methodologies, which highlight the importance of the unique interpretative function of the researcher. The question of whether secondary analysis of qualitative data is acceptable is key, and in this commentary we argue that there are good conceptual, ethical and economic reasons to consider how funders, researchers and publishers can make better use of existing data.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Epistemology", + "Methodology", + "Open Science", + "Qualitative Methods", + "Quantitative Methods" + ], + "forrt_clusters_new": "Qualitative Research, Replication Crisis and Credibility Revolution, FAIR data and materials", + "forrt_sub_clusters": "Reasons not to share: Privacy and security considerations, Ethical considerations for improved practices, FAIR data and materials: Ethical and legal challenges", + "doi": "10.1177/13591053241237620", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-chinese-open-science-network-cosn-bu.md b/content/curated_resources/the-chinese-open-science-network-cosn-bu.md new file mode 100644 index 00000000000..8a389d97fce --- /dev/null +++ b/content/curated_resources/the-chinese-open-science-network-cosn-bu.md @@ -0,0 +1,62 @@ +{ + "timestamp": "2/6/2025 5:22:16", + "title": "The Chinese Open Science Network (COSN): Building an Open Science Community From Scratch", + "link_to_resource": "https://doi.org/10.1177/25152459221144986", + "creators": [ + "Haiyang Jin", + "Qing Wang", + "Yu-Fang Yang", + "Han Zhang", + "Mengyu (Miranda) Gao", + "Shuxian Jin", + "Yanxiu (Sharon) Chen", + "Ting Xu", + "Yuan-Rui Zheng", + "Ji Chen", + "Qinyu Xiao", + "Jinbiao Yang", + "Xindi Wang", + "Haiyang Geng", + "Jianqiao Ge", + "Wei-Wei Wang", + "Xi Chen", + "Lei Zhang", + "Xi-Nian Zuo", + "Hu Chuan-Peng" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Open Science is becoming a mainstream scientific ideology in psychology and related fields. However, researchers, especially early-career researchers (ECRs) in developing countries, are facing significant hurdles in engaging in Open Science and moving it forward. In China, various societal and cultural factors discourage ECRs from participating in Open Science, such as the lack of dedicated communication channels and the norm of modesty. To make the voice of Open Science heard by Chinese-speaking ECRs and scholars at large, the Chinese Open Science Network (COSN) was initiated in 2016. With its core values being grassroots-oriented, diversity, and inclusivity, COSN has grown from a small Open Science interest group to a recognized network both in the Chinese-speaking research community and the international Open Science community. So far, COSN has organized three in-person workshops, 12 tutorials, 48 talks, and 55 journal club sessions and translated 15 Open Science-related articles and blogs from English to Chinese. Currently, the main social media account of COSN (i.e., the WeChat Official Account) has more than 23,000 subscribers, and more than 1,000 researchers/students actively participate in the discussions on Open Science. In this article, we share our experience in building such a network to encourage ECRs in developing countries to start their own Open Science initiatives and engage in the global Open Science movement. We foresee great collaborative efforts of COSN together with all other local and international networks to further accelerate the Open Science movement.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Grassroots Network", + "Non-WEIRD", + "Chinese", + "Equity-Diversity-Inclusion (EDI)" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Equity, Inclusion, Diversity in Academia", + "doi": "10.1177/25152459221144986", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-chrysalis-effect-how-ugly-initial-re.md b/content/curated_resources/the-chrysalis-effect-how-ugly-initial-re.md new file mode 100644 index 00000000000..b894675c2f5 --- /dev/null +++ b/content/curated_resources/the-chrysalis-effect-how-ugly-initial-re.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-06-03T19:45:58.086Z", + "title": "The Chrysalis Effect: How Ugly Initial Results Metamorphosize Into Beautiful Articles", + "link_to_resource": "http://doi.org/10.1177/0149206314527133", + "creators": [ + "Ernest Hugh O\u2019Boyle", + "Jr.", + "George Christopher Banks", + "Erik Gonzalez-Mul\u00e9" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The issue of a published literature not representative of the population of research is most often discussed in terms of entire studies being suppressed. However, alternative sources of publication bias are questionable research practices (QRPs) that entail post hoc alterations of hypotheses to support data or post hoc alterations of data to support hypotheses. Using general strain theory as an explanatory framework, we outline the means, motives, and opportunities for researchers to better their chances of publication independent of rigor and relevance. We then assess the frequency of QRPs in management research by tracking differences between dissertations and their resulting journal publications. Our primary finding is that from dissertation to journal article, the ratio of supported to unsupported hypotheses more than doubled (0.82 to 1.00 versus 1.94 to 1.00). The rise in predictive accuracy resulted from the dropping of statistically nonsignificant hypotheses, the addition of statistically significant hypotheses, the reversing of predicted direction of hypotheses, and alterations to data. We conclude with recommendations to help mitigate the problem of an unrepresentative literature that we label the \u201cChrysalis Effect.\u201d", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1177/0149206314527133", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-citation-advantage-of-linking-public.md b/content/curated_resources/the-citation-advantage-of-linking-public.md new file mode 100644 index 00000000000..7dd6edf098f --- /dev/null +++ b/content/curated_resources/the-citation-advantage-of-linking-public.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "The citation advantage of linking publications to research data", + "link_to_resource": "https://arxiv.org/abs/1907.02565", + "creators": [ + "Barbara McGillivray", + "Giovanni Colavizza", + "Iain Hrynaszkiewicz", + "Isla Staden", + "Kirstie Whitaker" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Efforts to make research results open and reproducible are increasingly reflected by journal policies encouraging or mandating authors to provide data availability statements. As a consequence of this, there has been a strong uptake of data availability statements in recent literature. Nevertheless, it is still unclear what proportion of these statements actually contain well-formed links to data, for example via a URL or permanent identifier, and if there is an added value in providing them. We consider 531,889 journal articles published by PLOS and BMC which are part of the PubMed Open Access collection, categorize their data availability statements according to their content and analyze the citation advantage of different statement categories via regression. We find that, following mandated publisher policies, data availability statements have become common by now, yet statements containing a link to a repository are still just a fraction of the total. We also find that articles with these statements, in particular, can have up to 25.36% higher citation impact on average: an encouraging result for all publishers and authors who make the effort of sharing their data. All our data and code are made available in order to reproduce and extend our results.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Computer Science", + "Data", + "Data Sharing", + "Digital Libraries", + "Policy", + "Publishing", + "Reproducibility" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-clinicaltrials-gov-results-database.md b/content/curated_resources/the-clinicaltrials-gov-results-database.md new file mode 100644 index 00000000000..2f12f5ca099 --- /dev/null +++ b/content/curated_resources/the-clinicaltrials-gov-results-database.md @@ -0,0 +1,47 @@ +{ + "timestamp": "12/18/2023 16:47:39", + "title": "The ClinicalTrials.gov Results Database \u2014 Update and Key Issues", + "link_to_resource": "https://doi.org/10.1056/NEJMsa1012065", + "creators": [ + "Deborah A. Zarin", + "Tony Tse", + "Rebecca J. Williams", + "Robert M. Califf", + "Nicholas C. Ide" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "BACKGROUND\nThe ClinicalTrials.gov trial registry was expanded in 2008 to include a database for reporting summary results. We summarize the structure and contents of the results database, provide an update of relevant policies, and show how the data can be used to gain insight into the state of clinical research.\n\nMETHODS\nWe analyzed ClinicalTrials.gov data that were publicly available between September 2009 and September 2010.\n\nRESULTS\nAs of September 27, 2010, ClinicalTrials.gov received approximately 330 new and 2000 revised registrations each week, along with 30 new and 80 revised results submissions. We characterized the 79,413 registry and 2178 results of trial records available as of September 2010. From a sample cohort of results records, 78 of 150 (52%) had associated publications within 2 years after posting. Of results records available publicly, 20% reported more than two primary outcome measures and 5% reported more than five. Of a sample of 100 registry record outcome measures, 61% lacked specificity in describing the metric used in the planned analysis. In a sample of 700 results records, the mean number of different analysis populations per study group was 2.5 (median, 1; range, 1 to 25). Of these trials, 24% reported results for 90% or less of their participants.\n\nCONCLUSIONS\nClinicalTrials.gov provides access to study results not otherwise available to the public. Although the database allows examination of various aspects of ongoing and completed clinical trials, its ultimate usefulness depends on the research community to submit accurate, informative data.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Clinical Trials", + "Registry", + "Clinical Research" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1056/NEJMsa1012065", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-corpus-of-language-discrimination-in.md b/content/curated_resources/the-corpus-of-language-discrimination-in.md new file mode 100644 index 00000000000..5d64baac096 --- /dev/null +++ b/content/curated_resources/the-corpus-of-language-discrimination-in.md @@ -0,0 +1,39 @@ +{ + "timestamp": "7/15/2025 8:50:56", + "title": "The Corpus of Language Discrimination in Interaction", + "link_to_resource": "https://emcawiki.net/CLDI", + "creators": [ + "Elliott M. Hoey" + ], + "material_type": [ + "Data Set" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The Corpus of Language Discrimination in Interaction (CLDI) is an open-access, transcribed video corpus capturing real-life instances of language-based discrimination in public spaces. Compiled from citizen recordings and security footage, it showcases how individuals are policed for their language use in everyday contexts like stores, parks, and restaurants. Designed for research, teaching, and community engagement, CLDI provides a unique resource for analyzing how discrimination unfolds in real-time interaction. It supports empirical inquiry, critical reflection, and educational use in fields like sociolinguistics, conversation analysis, and social justice studies.\n\n", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student", + "Researcher / Scientist" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories, Reasons to share data and materials", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-costs-of-competition-in-distributing.md b/content/curated_resources/the-costs-of-competition-in-distributing.md new file mode 100644 index 00000000000..cfdef1fb650 --- /dev/null +++ b/content/curated_resources/the-costs-of-competition-in-distributing.md @@ -0,0 +1,53 @@ +{ + "timestamp": "2/20/2025 5:24:04", + "title": "The costs of competition in distributing scarce research funds", + "link_to_resource": "https://doi.org/10.1073/pnas.2407644121", + "creators": [ + "Gerald Schweiger", + "Adrian Barnett", + "Peter van den Besselaar", + "Lutz Bornmann", + "Andreas De Block", + "John P. A. Ioannidis", + "Ulf Sandstr\u00f6m", + "Stijn Conix" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Research funding systems fundamentally influence how science operates. This paper aims to analyze the allocation of competitive research funding from different perspectives: How reliable are decision processes for funding? What are the economic costs of competitive funding? How does competition for funds affect doing risky research? How do competitive funding environments affect scientists themselves, and which ethical issues must be considered? We attempt to identify gaps in our knowledge of research funding systems; we propose recommendations for policymakers and funding agencies, including empirical experiments of decision processes and the collection of data on these processes. With our recommendations, we hope to contribute to developing improved ways of organizing research funding.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Career and Technical Education", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Science of Science", + "Research Funding", + "Funding Decision Processes", + "Competitive Funding" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.1073/pnas.2407644121", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-costs-of-harking.md b/content/curated_resources/the-costs-of-harking.md new file mode 100644 index 00000000000..879b8fb910f --- /dev/null +++ b/content/curated_resources/the-costs-of-harking.md @@ -0,0 +1,53 @@ +{ + "timestamp": "10/23/2023 11:47:42", + "title": "The Costs of HARKing", + "link_to_resource": "https://doi.org/10.1093/bjps/axz050", + "creators": [ + "Mark Rubin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Kerr ([1998]) coined the term \u2018HARKing\u2019 to refer to the practice of \u2018hypothesizing after the results are known\u2019. This questionable research practice has received increased attention in recent years because it is thought to have contributed to low replication rates in science. The present article discusses the concept of HARKing from a philosophical standpoint and then undertakes a critical review of Kerr\u2019s ([1998]) twelve potential costs of HARKing. It is argued that these potential costs are either misconceived, misattributed to HARKing, lacking evidence, or that they do not take into account pre- and post-publication peer review and public availability to research materials and data. It is concluded that it is premature to conclude that HARKing has led to low replication rates.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1093/bjps/axz050", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-crisis-of-confidence-in-social-psych.md b/content/curated_resources/the-crisis-of-confidence-in-social-psych.md new file mode 100644 index 00000000000..1819b49e6d9 --- /dev/null +++ b/content/curated_resources/the-crisis-of-confidence-in-social-psych.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-09T16:36:57.877Z", + "title": "The crisis of confidence in social psychology.", + "link_to_resource": "https://doi.org/10.1037/0003-066X.30.10.967", + "creators": [ + "A.C. Elms" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Notes that social psychologists' early enthusiasm has been replaced by serious doubts about the future of their field. Difficulties in conducting research, unfulfilled expectations about research payoffs, and outside pressures had all contributed to a sense of crisis. Relief may come from acceptance of theoretical and methodological pluralism, from reevaluation of research expectations and ethical stances, and from the development of realistic responses to societal demands.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.1037/0003-066X.30.10.967", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-cumulative-effect-of-reporting-and-c.md b/content/curated_resources/the-cumulative-effect-of-reporting-and-c.md new file mode 100644 index 00000000000..f5466f22af2 --- /dev/null +++ b/content/curated_resources/the-cumulative-effect-of-reporting-and-c.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "The cumulative effect of reporting and citation biases on the apparent efficacy of treatments: the case of depression", + "link_to_resource": "https://www.cambridge.org/core/journals/psychological-medicine/article/cumulative-effect-of-reporting-and-citation-biases-on-the-apparent-efficacy-of-treatments-the-case-of-depression/71D73CADE32C0D3D996DABEA3FCDBF57", + "creators": [ + "A. M. Roest", + "J. A. Bastiaansen", + "M. R. Munaf\u00f2", + "P. Cuijpers", + "P. de Jonge", + "Y. A. de Vries" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Evidence-based medicine is the cornerstone of clinical practice, but it is dependent on the quality of evidence upon which it is based. Unfortunately, up to half of all randomized controlled trials (RCTs) have never been published, and trials with statistically significant findings are more likely to be published than those without (Dwan et al., 2013). Importantly, negative trials face additional hurdles beyond study publication bias that can result in the disappearance of non-significant results (Boutron et al., 2010; Dwan et al., 2013; Duyx et al., 2017). Here, we analyze the cumulative impact of biases on apparent efficacy, and discuss possible remedies, using the evidence base for two effective treatments for depression: antidepressants and psychotherapy.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Antidepressants", + "Bias", + "Citation Bias", + "Depression", + "Psychotherapy", + "Reporting Bias" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-default-bayesian-test-is-prejudiced.md b/content/curated_resources/the-default-bayesian-test-is-prejudiced.md new file mode 100644 index 00000000000..fa57a3dccfe --- /dev/null +++ b/content/curated_resources/the-default-bayesian-test-is-prejudiced.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-09T07:14:14.675Z", + "title": "The default bayesian test is prejudiced against small effects", + "link_to_resource": "http://datacolada.org/2015/04/09/35-the-default-bayesian-test-is-prejudiced-against-small-effects/", + "creators": [ + "Uri Simonsohn" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "When considering any statistical tool I think it is useful to answer the following two practical questions: 1. \"Does it give reasonable answers in realistic circumstances?\" and 2. \"Does it answer a question I am interested in?\" In this post I explain why, for me, when it comes to the default Bayesian test that's starting to pop up in some psychology publications, the answer to both questions is \"no.\"", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-earth-is-flat-p-0-05-significance-th.md b/content/curated_resources/the-earth-is-flat-p-0-05-significance-th.md new file mode 100644 index 00000000000..fc210400148 --- /dev/null +++ b/content/curated_resources/the-earth-is-flat-p-0-05-significance-th.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "The earth is flat (p > 0.05): significance thresholds and the crisis of unreplicable research", + "link_to_resource": "https://peerj.com/articles/3544/", + "creators": [ + "Fr\u00e4nzi Korner-Nievergelt", + "Tobias Roth", + "Valentin Amrhein" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The widespread use of \u2018statistical significance\u2019 as a license for making a claim of a scientific finding leads to considerable distortion of the scientific process (according to the American Statistical Association). We review why degrading p-values into \u2018significant\u2019 and \u2018nonsignificant\u2019 contributes to making studies irreproducible, or to making them seem irreproducible. A major problem is that we tend to take small p-values at face value, but mistrust results with larger p-values. In either case, p-values tell little about reliability of research, because they are hardly replicable even if an alternative hypothesis is true. Also significance (p \u2264 0.05) is hardly replicable: at a good statistical power of 80%, two studies will be \u2018conflicting\u2019, meaning that one is significant and the other is not, in one third of the cases if there is a true effect. A replication can therefore not be interpreted as having failed only because it is nonsignificant. Many apparent replication failures may thus reflect faulty judgment based on significance thresholds rather than a crisis of unreplicable research. Reliable conclusions on replicability and practical importance of a finding can only be drawn using cumulative evidence from multiple independent studies. However, applying significance thresholds makes cumulative knowledge unreliable. One reason is that with anything but ideal statistical power, significant effect sizes will be biased upwards. Interpreting inflated significant results while ignoring nonsignificant results will thus lead to wrong conclusions. But current incentives to hunt for significance lead to selective reporting and to publication bias against nonsignificant findings. Data dredging, p-hacking, and publication bias should be addressed by removing fixed significance thresholds. Consistent with the recommendations of the late Ronald Fisher, p-values should be interpreted as graded measures of the strength of evidence against the null hypothesis. Also larger p-values offer some evidence against the null hypothesis, and they cannot be interpreted as supporting the null hypothesis, falsely concluding that \u2018there is no effect\u2019. Information on possible true effect sizes that are compatible with the data must be obtained from the point estimate, e.g., from a sample average, and from the interval estimate, such as a confidence interval. We review how confusion about interpretation of larger p-values can be traced back to historical disputes among the founders of modern statistics. We further discuss potential arguments against removing significance thresholds, for example that decision rules should rather be more stringent, that sample sizes could decrease, or that p-values should better be completely abandoned. We conclude that whatever method of statistical inference we use, dichotomous threshold thinking must give way to non-automated informed judgment.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Statistics and Probability" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Reproducibility", + "Statistics" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-earth-is-round-p-05.md b/content/curated_resources/the-earth-is-round-p-05.md new file mode 100644 index 00000000000..6de8fabad58 --- /dev/null +++ b/content/curated_resources/the-earth-is-round-p-05.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-22T19:25:32.671Z", + "title": "The earth is round (p\u2002<\u2002.05).", + "link_to_resource": "https://doi.org/10.1037/0003-066X.49.12.997", + "creators": [ + "Jacob Cohen" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "After 4 decades of severe criticism, the ritual of null hypothesis significance testing (mechanical dichotomous decisions around a sacred .05 criterion) still persists. This article reviews the problems with this practice, including near universal misinterpretation of p as the probability that H\u2080 is false, the misinterpretation that its complement is the probability of successful replication, and the mistaken assumption that if one rejects H\u2080 one thereby affirms the theory that led to the test. Exploratory data analysis and the use of graphic methods, a steady improvement in and a movement toward standardization in measurement, an emphasis on estimating effect sizes using confidence intervals, and the informed use of available statistical methods are suggested. For generalization, psychologists must finally rely, as has been done in all the older sciences, on replication.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1037/0003-066X.49.12.997", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-economics-of-reproducibility-in-prec.md b/content/curated_resources/the-economics-of-reproducibility-in-prec.md new file mode 100644 index 00000000000..310b7b014f7 --- /dev/null +++ b/content/curated_resources/the-economics-of-reproducibility-in-prec.md @@ -0,0 +1,47 @@ +{ + "timestamp": "01/01/2020", + "title": "The Economics of Reproducibility in Preclinical Research", + "link_to_resource": "https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.1002165", + "creators": [ + "Iain M. Cockburn", + "Leonard P. Freedman", + "Timothy S. Simcoe" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Low reproducibility rates within life science research undermine cumulative knowledge production and contribute to both delays and costs of therapeutic drug development. An analysis of past studies indicates that the cumulative (total) prevalence of irreproducible preclinical research exceeds 50%, resulting in approximately US$28,000,000,000 (US$28B)/year spent on preclinical research that is not reproducible\u2014in the United States alone. We outline a framework for solutions and a plan for long-term improvements in reproducibility rates that will help to accelerate the discovery of life-saving therapies and cures.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Drug Discovery", + "Drug Research and Development", + "Drug Therapy", + "Economics", + "Finance", + "Internet", + "Peer Review", + "Reproducibility" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications", + "doi": "10.1371/journal.pbio.1002165", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-effect-of-horizontal-eye-movements-o.md b/content/curated_resources/the-effect-of-horizontal-eye-movements-o.md new file mode 100644 index 00000000000..c81ce45ec37 --- /dev/null +++ b/content/curated_resources/the-effect-of-horizontal-eye-movements-o.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-10T19:29:31.811Z", + "title": "The effect of horizontal eye movements on free recall: A preregistered adversarial collaboration.", + "link_to_resource": "https://doi.org/10.1037/xge0000038", + "creators": [ + "Matzke et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A growing body of research has suggested that horizontal saccadic eye movements facilitate the retrieval of episodic memories in free recall and recognition memory tasks. Nevertheless, a minority of studies have failed to replicate this effect. This article attempts to resolve the inconsistent results by introducing a novel variant of proponent-skeptic collaboration. The proposed approach combines the features of adversarial collaboration and purely confirmatory preregistered research. Prior to data collection, the adversaries reached consensus on an optimal research design, formulated their expectations, and agreed to submit the findings to an academic journal regardless of the outcome. To increase transparency and secure the purely confirmatory nature of the investigation, the 2 parties set up a publicly available adversarial collaboration agreement that detailed the proposed design and all foreseeable aspects of the data analysis. As anticipated by the skeptics, a series of Bayesian hypothesis tests indicated that horizontal eye movements did not improve free recall performance. The skeptics suggested that the nonreplication may partly reflect the use of suboptimal and questionable research practices in earlier eye movement studies. The proponents countered this suggestion and used a p curve analysis to argue that the effect of horizontal eye movements on explicit memory did not merely reflect selective reporting. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Transparency" + ], + "forrt_clusters_new": "Replication and meta-research, Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1037/xge0000038", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-effect-of-preregistration-on-trust-i.md b/content/curated_resources/the-effect-of-preregistration-on-trust-i.md new file mode 100644 index 00000000000..c7f27b83fb7 --- /dev/null +++ b/content/curated_resources/the-effect-of-preregistration-on-trust-i.md @@ -0,0 +1,58 @@ +{ + "timestamp": "12/13/2023 15:32:50", + "title": "The effect of preregistration on trust in empirical research findings: results of a registered report", + "link_to_resource": "https://doi.org/10.1098/rsos.181351", + "creators": [ + "Sarahanne M. Field", + "E.-J. Wagenmakers", + "Henk A. L. Kiers", + "Rink Hoekstra", + "Anja F. Ernst", + "Don van Ravenzwaaij" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The crisis of confidence has undermined the trust that researchers place in the findings of their peers. In order to increase trust in research, initiatives such as preregistration have been suggested, which aim to prevent various questionable research practices. As it stands, however, no empirical evidence exists that preregistration does increase perceptions of trust. The picture may be complicated by a researcher's familiarity with the author of the study, regardless of the preregistration status of the research. This registered report presents an empirical assessment of the extent to which preregistration increases the trust of 209 active academics in the reported outcomes, and how familiarity with another researcher influences that trust. Contrary to our expectations, we report ambiguous Bayes factors and conclude that we do not have strong evidence towards answering our research questions. Our findings are presented along with evidence that our manipulations were ineffective for many participants, leading to the exclusion of 68% of complete datasets, and an underpowered design as a consequence. We discuss other limitations and confounds which may explain why the findings of the study deviate from a previously conducted pilot study. We reflect on the benefits of using the registered report submission format in light of our results. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Registered Reporting", + "Trustworthiness", + "Questionable Research Practice" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Registered reports", + "doi": "10.1098/rsos.181351", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-effect-of-publishing-peer-review-rep.md b/content/curated_resources/the-effect-of-publishing-peer-review-rep.md new file mode 100644 index 00000000000..6ebbc3d2969 --- /dev/null +++ b/content/curated_resources/the-effect-of-publishing-peer-review-rep.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "The effect of publishing peer review reports on referee behavior in five scholarly journals", + "link_to_resource": "https://www.nature.com/articles/s41467-018-08250-2", + "creators": [ + "Bahar Mehmani", + "Emilia L\u00f3pez-I\u00f1esta", + "Flaminio Squazzoni", + "Francisco Grimaldo", + "Giangiacomo Bravo" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "To increase transparency in science, some scholarly journals are publishing peer review reports. But it is unclear how this practice affects the peer review process. Here, we examine the effect of publishing peer review reports on referee behavior in five scholarly journals involved in a pilot study at Elsevier. By considering 9,220 submissions and 18,525 reviews from 2010 to 2017, we measured changes both before and during the pilot and found that publishing reports did not significantly compromise referees\u2019 willingness to review, recommendations, or turn-around times. Younger and non-academic scholars were more willing to accept to review and provided more positive and objective recommendations. Male referees tended to write more constructive reports during the pilot. Only 8.1% of referees agreed to reveal their identity in the published report. These findings suggest that open peer review does not compromise the process, at least when referees are able to protect their anonymity.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Peer Review", + "Publishing" + ], + "forrt_clusters_new": "Publication Sharing", + "forrt_sub_clusters": "Open peer review", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-empirical-benefits-of-conceptual-rig.md b/content/curated_resources/the-empirical-benefits-of-conceptual-rig.md new file mode 100644 index 00000000000..f053938287f --- /dev/null +++ b/content/curated_resources/the-empirical-benefits-of-conceptual-rig.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-27T16:20:19.195Z", + "title": "The empirical benefits of conceptual rigor: Systematic articulation of conceptual hypotheses can reduce the risk of non-replicable results (and facilitate novel discoveries too)", + "link_to_resource": "https://doi.org/10.1016/j.jesp.2015.09.006", + "creators": [ + "Mark Schaller" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Most discussions of rigor and replication focus on empirical practices (methods used to collect and analyze data). Typically overlooked is the role of conceptual practices: the methods scientists use to arrive at and articulate research hypotheses in the first place. This article discusses how the conceptualization of research hypotheses has implications for methodological decision-making and, consequently, for the replicability of results. The article identifies three ways in which empirical findings may be non-replicable, and shows how all three kinds of non-replicability are more likely to emerge when scientists take an informal conceptual approach, in which personal predictions are equated with scientific hypotheses. The risk of non-replicability may be reduced if scientists adopt more formal conceptual practices, characterized by the rigorous use of \u201cif\u2013then\u201d logic to articulate hypotheses, and to systematically diagnose the plausibility, size, and context-dependence of hypothesized effects. The article identifies benefits that are likely to arise from more rigorous and systematic conceptual practices, and identifies ways in which their use can be encouraged to be more normative within the scholarly culture of the psychological sciences.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1016/j.jesp.2015.09.006", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-empirical-march-making-science-bette.md b/content/curated_resources/the-empirical-march-making-science-bette.md new file mode 100644 index 00000000000..0aabb844506 --- /dev/null +++ b/content/curated_resources/the-empirical-march-making-science-bette.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2020-05-22T19:31:28.489Z", + "title": "The Empirical March: Making Science Better at Self-Correction", + "link_to_resource": "https://doi.org/10.1037/a0035803", + "creators": [ + "Matthew Makel" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Psychology has been criticized recently for a range of research quality issues. The current article organizes these problems around the actions of the individual researcher and the existing norms of the field. Proposed solutions align the incentives of all those involved in the research process. I recommend moving away from a focus on statistical significance to one of statistical power, renewing an emphasis on prediction and the pre-registration of hypotheses, changing the timing and method of peer-review, and increasing the rate at which replications are conducted and published. These strategies seek to unify incentives toward increased methodological and statistical rigor to more effectively and efficiently reduce bias and error.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1037/a0035803", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-existence-of-publication-bias-and-ri.md b/content/curated_resources/the-existence-of-publication-bias-and-ri.md new file mode 100644 index 00000000000..0a6f009f133 --- /dev/null +++ b/content/curated_resources/the-existence-of-publication-bias-and-ri.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-27T16:04:57.881Z", + "title": "The existence of publication bias and risk factors for its occurrence.", + "link_to_resource": "https://doi.org/10.1001/jama.1990.03440100097014", + "creators": [ + "Kay Dickersin" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Publication bias is the tendency on the parts of investigators, reviewers, and editors to submit or accept manuscripts for publication based on the direction or strength of the study findings. Much of what has been learned about publication bias comes from the social sciences, less from the field of medicine. In medicine, three studies have provided direct evidence for this bias. Prevention of publication bias is important both from the scientific perspective (complete dissemination of knowledge) and from the perspective of those who combine results from a number of similar studies (meta-analysis). If treatment decisions are based on the published literature, then the literature must include all available data that is of acceptable quality. Currently, obtaining information regarding all studies undertaken in a given field is difficult, even impossible. Registration of clinical trials, and perhaps other types of studies, is the direction in which the scientific community should move.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1001/jama.1990.03440100097014", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-experiment-experiment.md b/content/curated_resources/the-experiment-experiment.md new file mode 100644 index 00000000000..22eb64b777d --- /dev/null +++ b/content/curated_resources/the-experiment-experiment.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-16T10:43:38.483Z", + "title": "The Experiment Experiment", + "link_to_resource": "http://www.npr.org/sections/money/2016/01/15/463237871/episode-677-the-experiment-experiment", + "creators": [ + "Planet Money" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Podcast" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A few years back, a famous psychologist published a series of studies that found people could predict the future \u2014 not all the time, but more often than if they were guessing by chance alone.The paper left psychologists with two options. \"Either we have to conclude that ESP is true,\" says Brian Nosek, a psychologist at the University of Virginia, \"or we have to change our beliefs about the right ways to do science.\" Nosek is going with Option B \u2014 and not just for psychology experiments. He thinks there's something wrong with the way we're doing science. And he launched a massive project to try to fix it.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Replication Research" + ], + "tags": [ + "Podcast", + "Reproducibility Knowledge", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "The politics of replicating famous studies", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-extent-and-consequences-of-p-hacking.md b/content/curated_resources/the-extent-and-consequences-of-p-hacking.md new file mode 100644 index 00000000000..6dbc3d77483 --- /dev/null +++ b/content/curated_resources/the-extent-and-consequences-of-p-hacking.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2020-06-03T20:23:31.650Z", + "title": "The Extent and Consequences of P-Hacking in Science", + "link_to_resource": "http://doi.org/10.1371/journal.pbio.1002106", + "creators": [ + "Head", + "M. L.", + "Holman", + "L.", + "Lanfear", + "R.", + "Kahn", + "A. T.", + "& Jennions", + "M. D." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A focus on novel, confirmatory, and statistically significant results leads to substantial bias in the scientific literature. One type of bias, known as \"p-hacking,\" occurs when researchers collect or select data or statistical analyses until nonsignificant results become significant. Here, we use text-mining to demonstrate that p-hacking is widespread throughout science. We then illustrate how one can test for p-hacking when performing a meta-analysis and show that, while p-hacking is probably common, its effect seems to be weak relative to the real effect sizes being measured. This result suggests that p-hacking probably does not drastically alter scientific consensuses drawn from meta-analyses.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Exploratory and confirmatory analyses", + "doi": "10.1371/journal.pbio.1002106", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-fickle-p-value-generates-irreproduci.md b/content/curated_resources/the-fickle-p-value-generates-irreproduci.md new file mode 100644 index 00000000000..4ad43b937cc --- /dev/null +++ b/content/curated_resources/the-fickle-p-value-generates-irreproduci.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-06T18:57:55.560Z", + "title": "The fickle P value generates irreproducible results", + "link_to_resource": "https://doi.org/10.1038/nmeth.3288", + "creators": [ + "Lewis G Halsey", + "Douglas Curran-Everett", + "Sarah L Vowler & Gordon B Drummond" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The reliability and reproducibility of science are under scrutiny. However, a major cause of this lack of repeatability is not being considered: the wide sample-to-sample variability in the P value. We explain why P is fickle to discourage the ill-informed practice of interpreting analyses based predominantly on this statistic.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1038/nmeth.3288", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-file-drawer-problem-and-tolerance-fo.md b/content/curated_resources/the-file-drawer-problem-and-tolerance-fo.md new file mode 100644 index 00000000000..fb18048bdcb --- /dev/null +++ b/content/curated_resources/the-file-drawer-problem-and-tolerance-fo.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-27T16:00:43.499Z", + "title": "The file drawer problem and tolerance for null results.", + "link_to_resource": "https://doi.org/10.1037/0033-2909.86.3.638", + "creators": [ + "R.Rosenthal" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "For any given research area, one cannot tell how many studies have been conducted but never reported. The extreme view of the \"file drawer problem\" is that journals are filled with the 5% of the studies that show Type I errors, while the file drawers are filled with the 95% of the studies that show nonsignificant results. Quantitative procedures for computing the tolerance for filed and future null results are reported and illustrated, and the implications are discussed. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Meta-research, Questionable research practices & their prevalence", + "doi": "10.1037/0033-2909.86.3.638", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-frequency-of-excess-success-for-arti.md b/content/curated_resources/the-frequency-of-excess-success-for-arti.md new file mode 100644 index 00000000000..0b1ff1acd85 --- /dev/null +++ b/content/curated_resources/the-frequency-of-excess-success-for-arti.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-28T13:01:48.975Z", + "title": "The frequency of excess success for articles in Psychological Science.", + "link_to_resource": "https://doi.org/10.3758/s13423-014-0601-x", + "creators": [ + "Gregory Francis" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Recent controversies have questioned the quality of scientific practice in the field of psychology, but these concerns are often based on anecdotes and seemingly isolated cases. To gain a broader perspective, this article applies an objective test for excess success to a large set of articles published in the journal Psychological Science between 2009 and 2012. When empirical studies succeed at a rate much higher than is appropriate for the estimated effects and sample sizes, readers should suspect that unsuccessful findings have been suppressed, the experiments or analyses were improper, or the theory does not properly account for the data. In total, problems appeared for 82 % (36 out of 44) of the articles in Psychological Science that had four or more experiments and could be analyzed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.3758/s13423-014-0601-x", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-garden-of-forking-paths-why-multiple.md b/content/curated_resources/the-garden-of-forking-paths-why-multiple.md new file mode 100644 index 00000000000..1192ec15d07 --- /dev/null +++ b/content/curated_resources/the-garden-of-forking-paths-why-multiple.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-23T03:06:04.290Z", + "title": "The garden of forking paths: Why multiple comparisons can be a problem, even when there is no \u201cfishing expedition\u201d or \u201cp-hacking\u201d and the research hypothesis was posited ahead of time", + "link_to_resource": "https://doi.org/10.1511/2014.111.460", + "creators": [ + "Andrew Gelman and Eric Loken" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Data-dependent analysis\u2014a \u201cgarden of forking paths\u201d\u2014 explains why many statistically significant comparisons don't hold up. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Exploratory and confirmatory analyses", + "doi": "10.1511/2014.111.460", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-general-linear-model-semester-2.md b/content/curated_resources/the-general-linear-model-semester-2.md new file mode 100644 index 00000000000..2ae675dac50 --- /dev/null +++ b/content/curated_resources/the-general-linear-model-semester-2.md @@ -0,0 +1,37 @@ +{ + "timestamp": "12/9/2020 20:09:57", + "title": "The General Linear Model: Semester 2", + "link_to_resource": "https://osf.io/x3vyf/", + "creators": [ + "Patrick S. Forscher" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A syllabi used for general linear model", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Statistics" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-generalizability-of-survey-experimen.md b/content/curated_resources/the-generalizability-of-survey-experimen.md new file mode 100644 index 00000000000..8d2f301ecc1 --- /dev/null +++ b/content/curated_resources/the-generalizability-of-survey-experimen.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-31T18:15:05.189Z", + "title": "The Generalizability of Survey Experiments", + "link_to_resource": "https://doi.org/10.1017/XPS.2015.19", + "creators": [ + "Kevin J. Mullinix et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Survey experiments have become a central methodology across the social sciences. Researchers can combine experiments\u2019 causal power with the generalizability of population-based samples. Yet, due to the expense of population-based samples, much research relies on convenience samples (e.g. students, online opt-in samples). The emergence of affordable, but non-representative online samples has reinvigorated debates about the external validity of experiments. We conduct two studies of how experimental treatment effects obtained from convenience samples compare to effects produced by population samples. In Study 1, we compare effect estimates from four different types of convenience samples and a population-based sample. In Study 2, we analyze treatment effects obtained from 20 experiments implemented on a population-based sample and Amazon\u2019s Mechanical Turk (MTurk). The results reveal considerable similarity between many treatment effects obtained from convenience and nationally representative population-based samples. While the results thus bolster confidence in the utility of convenience samples, we conclude with guidance for the use of a multitude of samples for advancing scientific knowledge.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1017/XPS.2015.19", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-go-fair-foundation-s-fair-capacity-b.md b/content/curated_resources/the-go-fair-foundation-s-fair-capacity-b.md new file mode 100644 index 00000000000..4775dfb85ed --- /dev/null +++ b/content/curated_resources/the-go-fair-foundation-s-fair-capacity-b.md @@ -0,0 +1,42 @@ +{ + "timestamp": "12/12/2024 8:12:59", + "title": "The GO FAIR Foundation's FAIR Capacity Building Programme", + "link_to_resource": "https://osf.io/bthf8", + "creators": [ + "Schultes", + "Erik \nMagagna", + "Barbara" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Career /Technical" + ], + "abstract": "The GO FAIR Foundation's FAIR Capacity Building Programme provides professional and qualified training for data stewards who aspire to use methods developed under the Three-Point FAIRificaiton Framework (3PFF) in their daily work to make data and metadata FAIR, and to conduct qualified 3PFF workshops themselves. The FAIR Capacity Building Programme is designed to save costs and increase independence by locally embedding know-how in the organization. This document can be cited when referencing events and training materials associated with or inspired by the GO FAIR Foundation's FAIR Capacity Building Programme.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-SA", + "primary_user": [ + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "FAIR", + "data", + "metadata" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training, Metadata standards", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-grim-test-a-simple-technique-detects.md b/content/curated_resources/the-grim-test-a-simple-technique-detects.md new file mode 100644 index 00000000000..3dd3d8d1df3 --- /dev/null +++ b/content/curated_resources/the-grim-test-a-simple-technique-detects.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-26T14:57:56.043Z", + "title": "The GRIM Test: A Simple Technique Detects Numerous Anomalies in the Reporting of Results in Psychology", + "link_to_resource": "https://doi.org/10.1177/1948550616673876", + "creators": [ + "Nicholas J. L. Brown", + "James A. J. Heathers" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "We present a simple mathematical technique that we call granularity-related inconsistency of means (GRIM) for verifying the summary statistics of research reports in psychology. This technique evaluates whether the reported means of integer data such as Likert-type scales are consistent with the given sample size and number of items. We tested this technique with a sample of 260 recent empirical articles in leading journals. Of the articles that we could test with the GRIM technique (N = 71), around half (N = 36) appeared to contain at least one inconsistent mean, and more than 20% (N = 16) contained multiple such inconsistencies. We requested the data sets corresponding to 21 of these articles, receiving positive responses in 9 cases. We confirmed the presence of at least one reporting error in all cases, with three articles requiring extensive corrections. The implications for the reliability and replicability of empirical psychology are discussed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Tools to check yourself and others", + "doi": "10.1177/1948550616673876", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-hardest-science.md b/content/curated_resources/the-hardest-science.md new file mode 100644 index 00000000000..c864760f3fd --- /dev/null +++ b/content/curated_resources/the-hardest-science.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-11T11:49:03.272Z", + "title": "The Hardest Science", + "link_to_resource": "https://hardsci.wordpress.com/", + "creators": [ + "Sanjay Srivastava" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Blogposts about psychology, reproducibility, replication etc.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Researcher" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Blog", + "Reproducibility Knowledge" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research, Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-harm-done-by-tests-of-significance.md b/content/curated_resources/the-harm-done-by-tests-of-significance.md new file mode 100644 index 00000000000..bca04fce502 --- /dev/null +++ b/content/curated_resources/the-harm-done-by-tests-of-significance.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-24T12:34:37.031Z", + "title": "The harm done by tests of significance", + "link_to_resource": "https://doi.org/10.1016/S0001-4575(03)00036-8", + "creators": [ + "Ezra Hauer" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Three historical episodes in which the application of null hypothesis significance testing (NHST) led to the mis-interpretation of data are described. It is argued that the pervasive use of this statistical ritual impedes the accumulation of knowledge and is unfit for use.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1016/S0001-4575(03)00036-8", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-influence-of-journal-submission-guid.md b/content/curated_resources/the-influence-of-journal-submission-guid.md new file mode 100644 index 00000000000..b00de722683 --- /dev/null +++ b/content/curated_resources/the-influence-of-journal-submission-guid.md @@ -0,0 +1,51 @@ +{ + "timestamp": "01/01/2020", + "title": "The influence of journal submission guidelines on authors' reporting of statistics and use of open research practices", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0175583", + "creators": [ + "David Giofr\u00e8", + "Geoff Cumming", + "Ingrid Boedker", + "Luca Fresc", + "Patrizio Tressoldi" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "From January 2014, Psychological Science introduced new submission guidelines that encouraged the use of effect sizes, estimation, and meta-analysis (the \u201cnew statistics\u201d), required extra detail of methods, and offered badges for use of open science practices. We investigated the use of these practices in empirical articles published by Psychological Science and, for comparison, by the Journal of Experimental Psychology: General, during the period of January 2013 to December 2015. The use of null hypothesis significance testing (NHST) was extremely high at all times and in both journals. In Psychological Science, the use of confidence intervals increased markedly overall, from 28% of articles in 2013 to 70% in 2015, as did the availability of open data (3 to 39%) and open materials (7 to 31%). The other journal showed smaller or much smaller changes. Our findings suggest that journal-specific submission guidelines may encourage desirable changes in authors\u2019 practices.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Data Management", + "Experimental Psychology", + "Meta-analysis", + "Open Data", + "Open Science", + "Peer Review", + "Publishing", + "Research Reporting Guidelines", + "Scientific Publishing" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1371/journal.pone.0175583", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-invisible-workload-of-open-research.md b/content/curated_resources/the-invisible-workload-of-open-research.md new file mode 100644 index 00000000000..86751e5ce8a --- /dev/null +++ b/content/curated_resources/the-invisible-workload-of-open-research.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/6/2025 4:48:06", + "title": "The Invisible Workload of Open Research", + "link_to_resource": "https://doi.org/10.36850/mr5", + "creators": [ + "Thomas J. Hostler" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "It is acknowledged that conducting open research requires additional time and effort compared to conducting \u2018closed\u2019 research. However, this additional work is often discussed only in abstract terms, a discourse which ignores the practicalities of how researchers are expected to find the time to engage with these practices in the context of their broader role as multifaceted academics. In the context of a sector that is blighted by stress, burnout, untenable workloads, and hyper-competitive pressures to produce, there is a clear danger that additional expectations to engage in open practices add to the workload burden and increase pressure on academics even further. In this article, the theories of academic capitalism and workload creep are used to explore how workload models currently exploit researchers by mismeasuring academic labour. The specific increase in workload resulting from open practices and associated administration is then outlined, including via the cumulative effects of administrative burden. It is argued that there is a high chance that without intervention, increased expectations to engage in open research practices may lead to unacceptable increases in demands on academics. Finally, the individual and systematic responsibilities to mitigate this are discussed.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Academic Capitalism", + "Workload", + "Burnout", + "Administrative Burden", + "Open Research" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia, Hidden curriculum", + "doi": "10.36850/mr5", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-invisible-workload-of-open-research_2.md b/content/curated_resources/the-invisible-workload-of-open-research_2.md new file mode 100644 index 00000000000..f0172972d0e --- /dev/null +++ b/content/curated_resources/the-invisible-workload-of-open-research_2.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/27/2025 8:50:54", + "title": "The Invisible Workload of Open Research", + "link_to_resource": "https://doi.org/10.36850/mr5", + "creators": [ + "Thomas J. Hostler" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "It is acknowledged that conducting open research requires additional time and effort compared to conducting \u2018closed\u2019 research. However, this additional work is often discussed only in abstract terms, a discourse which ignores the practicalities of how researchers are expected to find the time to engage with these practices in the context of their broader role as multifaceted academics. In the context of a sector that is blighted by stress, burnout, untenable workloads, and hyper-competitive pressures to produce, there is a clear danger that additional expectations to engage in open practices add to the workload burden and increase pressure on academics even further. In this article, the theories of academic capitalism and workload creep are used to explore how workload models currently exploit researchers by mismeasuring academic labour. The specific increase in workload resulting from open practices and associated administration is then outlined, including via the cumulative effects of administrative burden. It is argued that there is a high chance that without intervention, increased expectations to engage in open research practices may lead to unacceptable increases in demands on academics. Finally, the individual and systematic responsibilities to mitigate this are discussed.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Academic Capitalism", + "Workload", + "Burnout", + "Administrative Burden", + "Open Research" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Ways of Working", + "forrt_sub_clusters": "Structures and incentives in academia, Slow Science/Slow Scholarship", + "doi": "10.36850/mr5", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-ironic-effect-of-significant-results.md b/content/curated_resources/the-ironic-effect-of-significant-results.md new file mode 100644 index 00000000000..d987d131bad --- /dev/null +++ b/content/curated_resources/the-ironic-effect-of-significant-results.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-26T15:42:09.693Z", + "title": "The ironic effect of significant results on the credibility of multiple-study articles.", + "link_to_resource": "https://doi.org/10.1037/a0029487", + "creators": [ + "Schimmack U" + ], + "material_type": [ + "Primary Source", + "Reading", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Cohen (1962) pointed out the importance of statistical power for psychology as a science, but statistical power of studies has not increased, while the number of studies in a single article has increased. It has been overlooked that multiple studies with modest power have a high probability of producing nonsignificant results because power decreases as a function of the number of statistical tests that are being conducted (Maxwell, 2004). The discrepancy between the expected number of significant results and the actual number of significant results in multiple-study articles undermines the credibility of the reported results, and it is likely that questionable research practices have contributed to the reporting of too many significant results (Sterling, 1959). The problem of low power in multiple-study articles is illustrated using Bem's (2011) article on extrasensory perception and Gailliot et al.'s (2007) article on glucose and self-regulation. I conclude with several recommendations that can increase the credibility of scientific evidence in psychological journals. One major recommendation is to pay more attention to the power of studies to produce positive results without the help of questionable research practices and to request that authors justify sample sizes with a priori predictions of effect sizes. It is also important to publish replication studies with nonsignificant results if these studies have high power to replicate a published finding.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1037/a0029487", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-landscape-of-open-science-in-behavio.md b/content/curated_resources/the-landscape-of-open-science-in-behavio.md new file mode 100644 index 00000000000..2b35443930b --- /dev/null +++ b/content/curated_resources/the-landscape-of-open-science-in-behavio.md @@ -0,0 +1,54 @@ +{ + "timestamp": "12/12/2024 8:13:19", + "title": "The landscape of open science in behavioral addiction research: Current practices and future directions", + "link_to_resource": "https://doi.org/10.1556/2006.2023.00052", + "creators": [ + "Charlotte Eben", + "Be\u00e1ta B\u00f6the", + "Damien Brevers", + "Luke Clark", + "Joshua B Grubbs", + "Robert Heirene", + "Anja Kr\u00e4plin", + "Karol Lewczuk", + "Lucas Palmer", + "Jos\u00e9 C Perales", + "Jan Peters", + "Ruth van Holst", + "Jo\u00ebl Billieux" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Open science refers to a set of practices that aim to make scientific research more transparent, accessible, and reproducible, including pre-registration of study protocols, sharing of data and materials, the use of transparent research methods, and open access publishing. In this commentary, we describe and evaluate the current state of open science practices in behavioral addiction research. We highlight the specific value of open science practices for the field; discuss recent field-specific meta-scientific reviews that show the adoption of such practices remains in its infancy; address the challenges to engaging with open science; and make recommendations for how researchers, journals, and scientific institutions can work to overcome these challenges and promote high-quality, transparently reported behavioral addiction research. By collaboratively promoting open science practices, the field can create a more sustainable and productive research environment that benefits both the scientific community and society as a whole.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Behavioural Addiction", + "Open Science", + "Reproducibility", + "Gambling", + "Gaming" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1556/2006.2023.00052", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-logical-structure-of-experiments-lay.md b/content/curated_resources/the-logical-structure-of-experiments-lay.md new file mode 100644 index 00000000000..24a66ae47b0 --- /dev/null +++ b/content/curated_resources/the-logical-structure-of-experiments-lay.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2/27/2025 5:42:22", + "title": "The logical structure of experiments lays the foundation for a theory of reproducibility", + "link_to_resource": "https://doi.org/10.1098/rsos.221042", + "creators": [ + "Erkan O. Buzbas", + "Berna Devezer and Bert Baumgaertner" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The scientific reform movement has proposed openness as a potential remedy to the putative reproducibility or replication crisis. However, the conceptual relationship among openness, replication experiments and results reproducibility has been obscure. We analyse the logical structure of experiments, define the mathematical notion of idealized experiment and use this notion to advance a theory of reproducibility. Idealized experiments clearly delineate the concepts of replication and results reproducibility, and capture key differences with precision, allowing us to study the relationship among them. We show how results reproducibility varies as a function of the elements of an idealized experiment, the true data-generating mechanism, and the closeness of the replication experiment to an original experiment. We clarify how openness of experiments is related to designing informative replication experiments and to obtaining reproducible results. With formal backing and evidence, we argue that the current \u2018crisis\u2019 reflects inadequate attention to a theoretical understanding of results reproducibility.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility", + "Replication", + "Open Science", + "Metascience", + "Experiment", + "Statistical Theory" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1098/rsos.221042", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-meaning-of-significance-for-differen.md b/content/curated_resources/the-meaning-of-significance-for-differen.md new file mode 100644 index 00000000000..d644003f627 --- /dev/null +++ b/content/curated_resources/the-meaning-of-significance-for-differen.md @@ -0,0 +1,53 @@ +{ + "timestamp": "2020-06-09T16:35:33.549Z", + "title": "The meaning of \u201csignificance\u201d for different types of research", + "link_to_resource": "https://doi.org/10.1016/j.actpsy.2014.02.001", + "creators": [ + "De Groot", + "A. D. translated and annotated by Eric-Jan Wagenmakers", + "Denny Borsboom", + "Josine Verhagen", + "Rogier Kievit", + "Marjan Bakker", + "Angelique Cramer", + "Dora Matzke", + "Don Mellenbergh", + "and Han LJ van der Maas" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Adrianus Dingeman de Groot (1914-2006) was one of the most influential Dutch psychologists. He became famous for his work \"Thought and Choice in Chess\", but his main contribution was methodological--De Groot co-founded the Department of Psychological Methods at the University of Amsterdam (together with R. F. van Naerssen), founded one of the leading testing and assessment companies (CITO), and wrote the monograph \"Methodology\" that centers on the empirical-scientific cycle: observation-induction-deduction-testing-evaluation. Here we translate one of De Groot's early articles, published in 1956 in the Dutch journal Nederlands Tijdschrift voor de Psychologie en Haar Grensgebieden. This article is more topical now than it was almost 60years ago. De Groot stresses the difference between exploratory and confirmatory (\"hypothesis testing\") research and argues that statistical inference is only sensible for the latter: \"One 'is allowed' to apply statistical tests in exploratory research, just as long as one realizes that they do not have evidential impact\". De Groot may have also been one of the first psychologists to argue explicitly for preregistration of experiments and the associated plan of statistical analysis. The appendix provides annotations that connect De Groot's arguments to the current-day debate on transparency and reproducibility in psychological science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Transparency" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Philosophy of science", + "doi": "10.1016/j.actpsy.2014.02.001", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-meaningfulness-of-effect-sizes-in-ps.md b/content/curated_resources/the-meaningfulness-of-effect-sizes-in-ps.md new file mode 100644 index 00000000000..b01f88ed244 --- /dev/null +++ b/content/curated_resources/the-meaningfulness-of-effect-sizes-in-ps.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "The Meaningfulness of Effect Sizes in Psychological Research: Differences Between Sub-Disciplines and the Impact of Potential Biases", + "link_to_resource": "https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00813/full", + "creators": [ + "Marcus A. Schwarz", + "Thomas Sch\u00e4fer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Effect sizes are the currency of psychological research. They quantify the results of a study to answer the research question and are used to calculate statistical power. The interpretation of effect sizes\u2014when is an effect small, medium, or large?\u2014has been guided by the recommendations Jacob Cohen gave in his pioneering writings starting in 1962: Either compare an effect with the effects found in past research or use certain conventional benchmarks. The present analysis shows that neither of these recommendations is currently applicable. From past publications without pre-registration, 900 effects were randomly drawn and compared with 93 effects from publications with pre-registration, revealing a large difference: Effects from the former (median r = .36) were much larger than effects from the latter (median r = .16). That is, certain biases, such as publication bias or questionable research practices, have caused a dramatic inflation in published effects, making it difficult to compare an actual effect with the real population effects (as these are unknown). In addition, there were very large differences in the mean effects between psychological sub-disciplines and between different study designs, making it impossible to apply any global benchmarks. Many more pre-registered studies are needed in the future to derive a reliable picture of real population effects.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Cohen", + "Effect Size", + "Power", + "Publication Bias", + "Replicability", + "Replication", + "Sample Size" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.3389/fpsyg.2019.00813/full", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-mis-reporting-of-statistical-results.md b/content/curated_resources/the-mis-reporting-of-statistical-results.md new file mode 100644 index 00000000000..93b1d38c281 --- /dev/null +++ b/content/curated_resources/the-mis-reporting-of-statistical-results.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-23T02:54:57.533Z", + "title": "The (mis)reporting of statistical results in psychology journals", + "link_to_resource": "https://doi.org/10.3758/s13428-011-0089-5", + "creators": [ + "Marjan Bakker & Jelte M. Wicherts" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": " In order to study the prevalence, nature (direction), and causes of reporting errors in psychology, we checked the consistency of reported test statistics, degrees of freedom, and p values in a random sample of high- and low-impact psychology journals. In a second study, we established the generality of reporting errors in a random sample of recent psychological articles. Our results, on the basis of 281 articles, indicate that around 18% of statistical results in the psychological literature are incorrectly reported. Inconsistencies were more common in low-impact journals than in high impact journals. Moreover, around 15% of the articles contained at least one statistical conclusion that proved, upon recalculation, to be incorrect; that is, recalculation rendered the previously significant result insignificant, or vice versa. These errors were often in line with researchers\u2019 expectations. We classified the most common errors and contacted authors to shed light on the origins of the errors.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.3758/s13428-011-0089-5", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-missing-semester-of-your-cs-educatio.md b/content/curated_resources/the-missing-semester-of-your-cs-educatio.md new file mode 100644 index 00000000000..d9f6a6dfa6d --- /dev/null +++ b/content/curated_resources/the-missing-semester-of-your-cs-educatio.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-15T05:01:55.362Z", + "title": "The Missing Semester of Your CS Education", + "link_to_resource": "https://missing.csail.mit.edu/", + "creators": [ + "MIT" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Course on computer sciences skills needed for all scientific research", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Career and Technical Education", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Computer Sciences" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Research software engineering", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-n-pact-factor-evaluating-the-quality.md b/content/curated_resources/the-n-pact-factor-evaluating-the-quality.md new file mode 100644 index 00000000000..c0369f92382 --- /dev/null +++ b/content/curated_resources/the-n-pact-factor-evaluating-the-quality.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-06-03T20:31:44.017Z", + "title": "The N-Pact Factor: Evaluating the Quality of Empirical Journals with Respect to Sample Size and Statistical Power", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0109019", + "creators": [ + "R. Chris Fraley", + "Simine Vazire" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The authors evaluate the quality of research reported in major journals in social-personality psychology by ranking those journals with respect to their N-pact Factors (NF)\u2014the statistical power of the empirical studies they publish to detect typical effect sizes. Power is a particularly important attribute for evaluating research quality because, relative to studies that have low power, studies that have high power are more likely to (a) to provide accurate estimates of effects, (b) to produce literatures with low false positive rates, and (c) to lead to replicable findings. The authors show that the average sample size in social-personality research is 104 and that the power to detect the typical effect size in the field is approximately 50%. Moreover, they show that there is considerable variation among journals in sample sizes and power of the studies they publish, with some journals consistently publishing higher power studies than others. The authors hope that these rankings will be of use to authors who are choosing where to submit their best work, provide hiring and promotion committees with a superior way of quantifying journal quality, and encourage competition among journals to improve their NF rankings.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1371/journal.pone.0109019", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-natural-selection-of-bad-science.md b/content/curated_resources/the-natural-selection-of-bad-science.md new file mode 100644 index 00000000000..8bcc5aa64c6 --- /dev/null +++ b/content/curated_resources/the-natural-selection-of-bad-science.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-06-03T19:44:06.983Z", + "title": "The natural selection of bad science.", + "link_to_resource": "https://doi.org/10.1098/rsos.160384", + "creators": [ + "Smaldino", + "P. E.", + "& McElreath", + "R." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Poor research design and data analysis encourage false-positive findings. Such poor methods persist despite perennial calls for improvement, suggesting that they result from something more than just misunderstanding. The persistence of poor methods results partly from incentives that favour them, leading to the natural selection of bad science. This dynamic requires no conscious strategizing\u2014no deliberate cheating nor loafing\u2014by scientists, only that publication is a principal factor for career advancement. Some normative methods of analysis have almost certainly been selected to further publication instead of discovery. In order to improve the culture of science, a shift must be made away from correcting misunderstandings and towards rewarding understanding. We support this argument with empirical evidence and computational modelling. We first present a 60-year meta-analysis of statistical power in the behavioural sciences and show that power has not improved despite repeated demonstrations of the necessity of increasing power. To demonstrate the logical consequences of structural incentives, we then present a dynamic model of scientific communities in which competing laboratories investigate novel or previously published hypotheses using culturally transmitted research methods. As in the real world, successful labs produce more \u2018progeny,\u2019 such that their methods are more often copied and their students are more likely to start labs of their own. Selection for high output leads to poorer methods and increasingly high false discovery rates. We additionally show that replication slows but does not stop the process of methodological deterioration. Improving the quality of research requires change at the institutional level.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1098/rsos.160384", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-need-for-public-opinion-and-survey-m.md b/content/curated_resources/the-need-for-public-opinion-and-survey-m.md new file mode 100644 index 00000000000..5409b533a9e --- /dev/null +++ b/content/curated_resources/the-need-for-public-opinion-and-survey-m.md @@ -0,0 +1,46 @@ +{ + "timestamp": "10/30/2023 12:33:51", + "title": "The need for public opinion and survey methodology research to embrace preregistration and replication, exemplified by a team\u2019s failure to replicate their own findings on visual cues in grid-type questions", + "link_to_resource": "https://doi.org/10.1093/ijpor/edac040", + "creators": [ + "Sebastian Lundmark", + "John Protzko", + "Marcus Weissenbilder" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Survey researchers take great care to measure respondents\u2019 answers in an unbiased way; but, how successful are we as a field at remedying unintended and intended biases in our research? The validity of inferences drawn from studies has been found to be improved by the implementation of preregistration practices. Despite this, only 3 of the 83 published articles in POQ and IJPOR in 2020 feature explicitly stated preregistered hypotheses or analyses. This manuscript aims to show survey methodologists how preregistration and replication (where possible) are in service to the broader mission of survey methodology. To that end, we present a practical example of how unknown biases in analysis strategies without preregistration or replication inflate type I errors. In an initial data collection, our analysis showed that the visual layout of battery-type questions significantly decreased data quality. But after committing to replicating and preregistering the hypotheses and analysis plans, none of the results replicated successfully, despite keeping the procedure, sample provider, and analyses identical. This manuscript illustrates how preregistration and replication practices might, in the long term, likely help unburden the academic literature from follow-up publications relying on type I errors.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration", + "Replication Research" + ], + "tags": [ + "Preregistration", + "Replication", + "Public Opinion" + ], + "forrt_clusters_new": "Replication and meta-research, Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration, Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1093/ijpor/edac040", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-needed-link-between-open-science-and.md b/content/curated_resources/the-needed-link-between-open-science-and.md new file mode 100644 index 00000000000..3f2e3e78025 --- /dev/null +++ b/content/curated_resources/the-needed-link-between-open-science-and.md @@ -0,0 +1,52 @@ +{ + "timestamp": "12/12/2024 8:25:19", + "title": "The needed link between open science and science diplomacy\u2014A Latin American perspective", + "link_to_resource": "https://doi.org/10.3389/frma.2024.1355393", + "creators": [ + "Reina Camacho Toro", + "Luz M. Cumba Garcia", + "Laura A. Galvis", + "Luisa F. Echeverr\u00eda-King", + "", + "Branislav Pantovi\u0107", + "Claudia Alarcn-Lpez", + "Vernica Rossana Suarez", + "Pedro Figueroa", + "Ivonne Torres-Atencio", + "Claudia Widmaier", + "Tatiana Rodrigues Fraga", + "Susan Benavides" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The relevance of science diplomacy and open science in today's world is undeniable. Science diplomacy enables countries to jointly address pressing global challenges, such as climate change, pandemics, and food security. Open science, promoting accessible and transparent research, plays a pivotal role in this context. Nevertheless, the degree of openness is subject to specific circumstances, contingent upon varying factors, including local knowledge and resources. Latin America has not only been at the forefront of pioneering open access strategies, making it an interesting case to study, but it has also shown a tangible interest in using science diplomacy. Our research employs a mixed-methods approach, incorporating a quantitative survey involving 50 organizations and initiatives dedicated to promoting open science in Latin America, along with two qualitative focus group studies. Our primary objective is to assess if and how these entities use science diplomacy to achieve their objectives. Non-policy entities were prioritized due to their institutional stability in the region. We highlight successful strategies and delve into the existing barriers hindering the full implementation of open science principles. Our research aims to enhance collaboration between these organizations and policy and decision-makers by providing a set of recommendations in that direction. By shedding light on the current landscape and dynamics of open science in Latin America, we aspire to focus on science diplomacy, facilitate informed decision-making, and formulate policies that further propel the region along the path of openness, collaboration, and innovation in scientific research.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open science", + "science diplomacy" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Socially Responsible Research, Decolonizing Research Practices", + "doi": "10.3389/frma.2024.1355393", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-new-statistics-confidence-intervals.md b/content/curated_resources/the-new-statistics-confidence-intervals.md new file mode 100644 index 00000000000..d227001ae90 --- /dev/null +++ b/content/curated_resources/the-new-statistics-confidence-intervals.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-15T13:31:19.979Z", + "title": "The New Statistics: Confidence Intervals, NHST, and p Values (Workshop Part 1)", + "link_to_resource": "https://www.youtube.com/watch?v=iJ4kqk3V8jQ", + "creators": [ + "Psychological Science/Geoff Cumming" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A video about Confidence Intervals, NHST, and p Values", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Video" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-new-statistics-effect-sizes-and-conf.md b/content/curated_resources/the-new-statistics-effect-sizes-and-conf.md new file mode 100644 index 00000000000..caa30cbae4b --- /dev/null +++ b/content/curated_resources/the-new-statistics-effect-sizes-and-conf.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-14T10:25:50.166Z", + "title": "The New Statistics: Effect Sizes and Confidence Intervals (Workshop Part 3)", + "link_to_resource": "https://www.youtube.com/watch?v=1P2yV6joYlc", + "creators": [ + "Psychological Science/Geoff Cumming" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A video about effect sizes and confidence intervals", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Video" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-new-statistics-meta-analysis-and-met.md b/content/curated_resources/the-new-statistics-meta-analysis-and-met.md new file mode 100644 index 00000000000..3edb8536e0a --- /dev/null +++ b/content/curated_resources/the-new-statistics-meta-analysis-and-met.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-15T13:01:06.716Z", + "title": "The New Statistics: Meta-Analysis and Meta-Analytic Thinking (workshop Part 6)", + "link_to_resource": "https://www.youtube.com/watch?v=2CBIQDoHCKU", + "creators": [ + "Psychological Science/Geoff Cumming" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A video about meta analysis and meta-analytical thinking", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Video" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-new-statistics-planning-power-and-pr.md b/content/curated_resources/the-new-statistics-planning-power-and-pr.md new file mode 100644 index 00000000000..5189f2667f7 --- /dev/null +++ b/content/curated_resources/the-new-statistics-planning-power-and-pr.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-15T15:37:55.398Z", + "title": "The New Statistics: Planning, Power, and Precision (Workshop Part 5)", + "link_to_resource": "https://www.youtube.com/watch?v=Np4lxvS8C-E", + "creators": [ + "Psychological Science/Geoff Cumming" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A video about power analysis and precision", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Video" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-new-statistics-research-integrity-th.md b/content/curated_resources/the-new-statistics-research-integrity-th.md new file mode 100644 index 00000000000..bf6abed4936 --- /dev/null +++ b/content/curated_resources/the-new-statistics-research-integrity-th.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-15T14:20:16.230Z", + "title": "The New Statistics: Research Integrity & the New Statistics (Workshop Part 2)", + "link_to_resource": "https://www.youtube.com/watch?v=wb0rnZBlcRg", + "creators": [ + "Psychological Science/Geoff Cumming" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A video about Research Integrity & the New Statistics", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Video", + "Reproducibility Knowledge" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-new-statistics-the-new-statistics-in.md b/content/curated_resources/the-new-statistics-the-new-statistics-in.md new file mode 100644 index 00000000000..76fc2c8841c --- /dev/null +++ b/content/curated_resources/the-new-statistics-the-new-statistics-in.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-15T14:45:33.125Z", + "title": "The New Statistics: The New Statistics in Action (Workshop Part 4)", + "link_to_resource": "https://www.youtube.com/watch?v=QYNJMAqZvBQ", + "creators": [ + "Psychological Science/Geoff Cumming" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A video about New statistics in action", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Video" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-new-statistics-why-and-how.md b/content/curated_resources/the-new-statistics-why-and-how.md new file mode 100644 index 00000000000..91ec45b2757 --- /dev/null +++ b/content/curated_resources/the-new-statistics-why-and-how.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-26T15:52:37.569Z", + "title": "The new statistics: Why and how", + "link_to_resource": "https://doi.org/10.1177/0956797613504966", + "creators": [ + "Geoff Cumming" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "We need to make substantial changes to how we conduct research. First, in response to heightened concern that our published research literature is incomplete and untrustworthy, we need new requirements to ensure research integrity. These include prespecification of studies whenever possible, avoidance of selection and other inappropriate data-analytic practices, complete reporting, and encouragement of replication. Second, in response to renewed recognition of the severe flaws of null-hypothesis significance testing (NHST), we need to shift from reliance on NHST to estimation and other preferred techniques. The new statistics refers to recommended practices, including estimation based on effect sizes, confidence intervals, and meta-analysis. The techniques are not new, but adopting them widely would be new for many researchers, as well as highly beneficial. This article explains why the new statistics are important and offers guidance for their use. It describes an eight step new-statistics strategy for research with integrity, which starts with formulation of research questions in estimation terms, has no place for NHST, and is aimed at building a cumulative quantitative discipline.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1177/0956797613504966", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-null-hypothesis-significance-testing.md b/content/curated_resources/the-null-hypothesis-significance-testing.md new file mode 100644 index 00000000000..96e4c4880c9 --- /dev/null +++ b/content/curated_resources/the-null-hypothesis-significance-testing.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-09T16:44:19.528Z", + "title": "The Null Hypothesis Significance-Testing Debate and Its Implications for Personality Research", + "link_to_resource": "https://dl.uswr.ac.ir/bitstream/Hannan/131127/1/Richard_W._Robins%2C_R._Chris_Fraley%2C_Robert_F._Krueger_Handbook_of_Research_Methods_in_Personality_Psychology__2007.pdf#page=166", + "creators": [ + "R. Chris Fraley and Michael J. Marks" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A chapter about null hypothesis significance testing in personality research", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-null-ritual-what-you-always-wanted-t.md b/content/curated_resources/the-null-ritual-what-you-always-wanted-t.md new file mode 100644 index 00000000000..443cede75e0 --- /dev/null +++ b/content/curated_resources/the-null-ritual-what-you-always-wanted-t.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-06-08T18:36:57.024Z", + "title": "The Null Ritual What You Always Wanted to Know About Significance Testing but Were Afraid to Ask", + "link_to_resource": "https://pure.mpg.de/rest/items/item_2101291/component/file_3080636/content", + "creators": [ + "Gerd Gigerenzer", + "Stefan Krauss", + "and Oliver Vitouch" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A chapter about significance testing", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-o3-guidelines-open-data-open-code-an.md b/content/curated_resources/the-o3-guidelines-open-data-open-code-an.md new file mode 100644 index 00000000000..aed9beca7a7 --- /dev/null +++ b/content/curated_resources/the-o3-guidelines-open-data-open-code-an.md @@ -0,0 +1,54 @@ +{ + "timestamp": "12/19/2024 4:25:57", + "title": "The O3 guidelines: open data, open code, and open infrastructure for sustainable curated scientific resources\n", + "link_to_resource": "https://doi.org/10.1038/s41597-024-03406-w", + "creators": [ + "Charles Tapley Hoyt & Benjamin M. Gyori" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Curated resources that support scientific research often go out of date or become inaccessible. This can happen for several reasons including lack of continuing funding, the departure of key personnel, or changes in institutional priorities. We introduce the Open Data, Open Code, Open Infrastructure (O3) Guidelines as an actionable road map to creating and maintaining resources that are less susceptible to such external factors and can continue to be used and maintained by the community that they serve.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Curated Resources", + "Funding", + "Guidelines" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories, Research data management", + "doi": "10.1038/s41597-024-03406-w", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-open-research-lifecycle.md b/content/curated_resources/the-open-research-lifecycle.md new file mode 100644 index 00000000000..53655f5ed31 --- /dev/null +++ b/content/curated_resources/the-open-research-lifecycle.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "The Open Research Lifecycle", + "link_to_resource": "https://www.youtube.com/watch?v=9YuNGB3vNOw", + "creators": [ + "" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Open science reduces waste and accelerates the discovery of knowledge, solutions, and cures for the world's most pressing needs. Shifting research culture toward greater openness, transparency, and reproducibility is challenging, but there are incremental steps at every stage of the research lifecycle that can improve rigor and reduce waste. Visit cos.io to learn more.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Center for Open Science", + "Open Science", + "Open Science Framework", + "Open Science Research Lifecycle", + "OSF", + "Reproducibility", + "Research", + "Research Best Practices", + "Research Integrity", + "Research Lifecycle", + "Research Rigor", + "Research Transparency" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-open-research-toolkit.md b/content/curated_resources/the-open-research-toolkit.md new file mode 100644 index 00000000000..14ca9268941 --- /dev/null +++ b/content/curated_resources/the-open-research-toolkit.md @@ -0,0 +1,46 @@ +{ + "timestamp": "3/13/2025 17:37:09", + "title": "The Open Research Toolkit", + "link_to_resource": "https://forrt.org/educators-corner/008-open-research-toolkit/", + "creators": [ + "Christopher Eaker & Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Full Course", + "Lecture", + "Module", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "I have been the Data Curation Librarian at University of Tennessee, Knoxville, Libraries since 2013. During this time, I have helped hundreds of researchers meet the requirements of research funders and publishers to make their research data openly accessible. I have taught countless webinars and workshops on data management best practices, FAIR data principles, and open data. While open data is a major pillar of open research, it is only one component of the broad landscape of open research. I felt it would be a disservice to the research community I served if I did not situate my work within the larger context of open research and embrace the principles and practices in my own work. This began my quest to learn more about the open research landscape. To have the focused time to learn and to develop a resource for others, I applied and was approved for faculty development leave to devote one full semester to developing a series of training modules on various topics within open research. They were partly for my own benefit to learn the landscape and partly for the benefit of others who I was sure would be interested in learning more about the topic. The resulting product is the Open Research Toolkit (ORT).", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Open Research; FAIR Data Principles; Open Access; Reproducibility; Open Educational Resources (OER); Data & Software; Citizen Science; Open Peer Review; Open Policies" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management, FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-open-science-training-handbook.md b/content/curated_resources/the-open-science-training-handbook.md new file mode 100644 index 00000000000..898c5b60d0d --- /dev/null +++ b/content/curated_resources/the-open-science-training-handbook.md @@ -0,0 +1,54 @@ +{ + "timestamp": "2020-05-10T08:24:38.748Z", + "title": "The Open Science Training Handbook", + "link_to_resource": "https://open-science-training-handbook.gitbook.io/book/", + "creators": [ + "Sonja Bezjak", + "Philipp Conzett", + "Pedro L. Fernandes", + "Edit G\u00f6r\u00f6gh", + "Kerstin Helbig", + "Bianca Kramer", + "Ignasi Labastida", + "Kyle Niemeyer", + "Fotis Psomopoulos", + "Tony Ross-Hellauer", + "Ren\u00e9 Schneider", + "Jon Tennant", + "Ellen Verbakel" + ], + "material_type": [ + "Activity/Lab", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A collection about open science", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-open-science-training-handbook_2.md b/content/curated_resources/the-open-science-training-handbook_2.md new file mode 100644 index 00000000000..6530c9ce6f7 --- /dev/null +++ b/content/curated_resources/the-open-science-training-handbook_2.md @@ -0,0 +1,66 @@ +{ + "timestamp": "2/6/2025 5:29:07", + "title": "The Open Science Training Handbook", + "link_to_resource": "https://book.fosteropenscience.eu/", + "creators": [ + "Sonja Bezjak", + "Philipp Conzett", + "Pedro L. Fernandes", + "Edit G\u00f6r\u00f6gh", + "Kerstin Helbig", + "Bianca Kramer", + "Ignasi", + "Labastida", + "Kyle Niemeyer", + "Fotis Psomopoulos", + "Tony Ross-Hellauer", + "Ren\u00e9 Schneider", + "Jon Tennant", + "Ellen Verbakel", + "April Clyburne-Sherin", + "Helene Brinken", + "Lambert Heller" + ], + "material_type": [ + "Reading", + "Handbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "A group of fourteen authors came together in February 2018 at the TIB (German National Library of Science and Technology) in Hannover to create an open, living handbook on Open Science training. High-quality trainings are fundamental when aiming at a cultural change towards the implementation of Open Science principles. Teaching resources provide great support for Open Science instructors and trainers. The Open Science training handbook will be a key resource and a first step towards developing Open Access and Open Science curricula and andragogies. Supporting and connecting an emerging Open Science community that wishes to pass on their knowledge as multipliers, the handbook will enrich training activities and unlock the community\u2019s full potential. Bringing together methods, techniques, and practices, the handbook aims at supporting educators of Open Science. The result is intended as a helpful guide on how to forward knowledge on Open Science principles to our networks, institutions, colleagues, and students. It will instruct and inspire trainers how to create high quality and engaging trainings. Addressing challenges and giving solutions, it will strengthen the community of Open Science trainers who are educating, informing, and inspiring themselves.", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Science Handbook" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-p-value-misconception-eradication-ch.md b/content/curated_resources/the-p-value-misconception-eradication-ch.md new file mode 100644 index 00000000000..244f8d99a10 --- /dev/null +++ b/content/curated_resources/the-p-value-misconception-eradication-ch.md @@ -0,0 +1,40 @@ +{ + "timestamp": "10/17/2020 17:43:27", + "title": "The p-value misconception eradication challenge", + "link_to_resource": "http://daniellakens.blogspot.com/2020/10/the-p-value-misconception-eradication.html", + "creators": [ + "Daniel Lakens" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "If you have educational material that you think will do a better job at preventing p-value misconceptions than the material in my MOOC, join the p-value misconception eradication challenge by proposing an improvement to my current material in a new A/B test in my MOOC.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Teaching" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-papor-trail-course-principles-and-pr.md b/content/curated_resources/the-papor-trail-course-principles-and-pr.md new file mode 100644 index 00000000000..3967d5e971a --- /dev/null +++ b/content/curated_resources/the-papor-trail-course-principles-and-pr.md @@ -0,0 +1,40 @@ +{ + "timestamp": "3/13/2025 17:46:28", + "title": "The PaPOR TRaIL Course: Principles and Practices in Open Research: Teaching, Research, Impact and Learning", + "link_to_resource": "https://forrt.org/educators-corner/009-papor-trail/", + "creators": [ + "Karen Matvienko-Sikar & Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "PaPOR TRaIL is a freely available online course that was developed with students and research supervisors and funded by a National Forum for the Enhancement of Teaching and Learning in Higher Education award. Though primarily designed for undergraduate and Masters level students, the course is also applicable for PhD students and researchers looking for an introduction to open research. The course includes text-based materials, visuals, videos, templates, real-world examples, and activities for students to complete.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Open Educational Resources (OER); Research Training; Higher Education; Undergraduate Research; Graduate Research; Research Integrity; Pre-registration; Data Management; Reproducibility; Open Reporting; Knowledge Dissemination" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training, Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-past-present-and-future-of-registere.md b/content/curated_resources/the-past-present-and-future-of-registere.md new file mode 100644 index 00000000000..21b36d5e6ed --- /dev/null +++ b/content/curated_resources/the-past-present-and-future-of-registere.md @@ -0,0 +1,53 @@ +{ + "timestamp": "12/18/2023 17:08:32", + "title": "The past, present and future of Registered Reports", + "link_to_resource": "https://doi.org/10.1038/s41562-021-01193-7", + "creators": [ + "Christopher D. Chambers", + "Loukia Tzavella" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Registered Reports are a form of empirical publication in which study proposals are peer reviewed and pre-accepted before research is undertaken. By deciding which articles are published based on the question, theory and methods, Registered Reports offer a remedy for a range of reporting and publication biases. Here, we reflect on the history, progress and future prospects of the Registered Reports initiative and offer practical guidance for authors, reviewers and editors. We review early evidence that Registered Reports are working as intended, while at the same time acknowledging that they are not a universal solution for irreproducibility. We also consider how the policies and practices surrounding Registered Reports are changing, or must change in the future, to address limitations and adapt to new challenges. We conclude that Registered Reports are promoting reproducibility, transparency and self-correction across disciplines and may help reshape how society evaluates research and researchers.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration", + "Academic Life and Culture" + ], + "tags": [ + "Culture", + "Publishing" + ], + "forrt_clusters_new": "Pre-analysis Planning, Replication and meta-research", + "forrt_sub_clusters": "Registered Replication Reports, Registered reports", + "doi": "10.1038/s41562-021-01193-7", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-peer-reviewers-openness-initiative-i.md b/content/curated_resources/the-peer-reviewers-openness-initiative-i.md new file mode 100644 index 00000000000..3bb1b798ec2 --- /dev/null +++ b/content/curated_resources/the-peer-reviewers-openness-initiative-i.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-07T19:09:59.434Z", + "title": "The Peer Reviewers\u2019 Openness Initiative: incentivizing open research practices through peer review. ", + "link_to_resource": "https://doi.org/10.1098/rsos.150547", + "creators": [ + "Richard Morey et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Openness is one of the central values of science. Open scientific practices such as sharing data, materials and analysis scripts alongside published articles have many benefits, including easier replication and extension studies, increased availability of data for theory-building and meta-analysis, and increased possibility of review and collaboration even after a paper has been published. Although modern information technology makes sharing easier than ever before, uptake of open practices had been slow. We suggest this might be in part due to a social dilemma arising from misaligned incentives and propose a specific, concrete mechanism\u2014reviewers withholding comprehensive review\u2014to achieve the goal of creating the expectation of open practices as a matter of scientific principle.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Transparency", + "Peer-Review" + ], + "forrt_clusters_new": "Publication Sharing", + "forrt_sub_clusters": "Open peer review", + "doi": "10.1098/rsos.150547", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-persistence-of-underpowered-studies.md b/content/curated_resources/the-persistence-of-underpowered-studies.md new file mode 100644 index 00000000000..d8e7c34c03a --- /dev/null +++ b/content/curated_resources/the-persistence-of-underpowered-studies.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-22T19:24:27.127Z", + "title": "The Persistence of Underpowered Studies in Psychological Research: Causes, Consequences, and Remedies", + "link_to_resource": "https://doi.org/10.1037/1082-989X.9.2.147", + "creators": [ + "S.E. Maxwell" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Underpowered studies persist in the psychological literature. This article examines reasons for their persistence and the effects on efforts to create a cumulative science. The \"curse of multiplicities\" plays a central role in the presentation. Most psychologists realize that testing multiple hypotheses in a single study affects the Type I error rate, but corresponding implications for power have largely been ignored. The presence of multiple hypothesis tests leads to 3 different conceptualizations of power. Implications of these 3 conceptualizations are discussed from the perspective of the individual researcher and from the perspective of developing a coherent literature. Supplementing significance tests with effect size measures and confidence intervals is shown to address some but not necessarily all problems associated with multiple testing", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1037/1082-989X.9.2.147", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-pipeline-project-pre-publication-ind.md b/content/curated_resources/the-pipeline-project-pre-publication-ind.md new file mode 100644 index 00000000000..83756ea7bd2 --- /dev/null +++ b/content/curated_resources/the-pipeline-project-pre-publication-ind.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-03T20:46:54.231Z", + "title": "The pipeline project: Pre-publication independent replications of a single laboratory's research pipeline", + "link_to_resource": "https://doi.org/10.1016/j.jesp.2015.10.001", + "creators": [ + "Martin Schweinsberg et al." + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This crowdsourced project introduces a collaborative approach to improving the reproducibility of scientific research, in which findings are replicated in qualified independent laboratories before (rather than after) they are published. Our goal is to establish a non-adversarial replication process with highly informative final results. To illustrate the Pre-Publication Independent Replication (PPIR) approach, 25 research groups conducted replications of all ten moral judgment effects which the last author and his collaborators had \u201cin the pipeline\u201d as of August 2014. Six findings replicated according to all replication criteria, one finding replicated but with a significantly smaller effect size than the original, one finding replicated consistently in the original culture but not outside of it, and two findings failed to find support. In total, 40% of the original findings failed at least one major replication criterion. Potential ways to implement and incentivize pre-publication independent replication on a large scale are discussed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study, Collection of large scale replications", + "doi": "10.1016/j.jesp.2015.10.001", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-poor-availability-of-psychological-r.md b/content/curated_resources/the-poor-availability-of-psychological-r.md new file mode 100644 index 00000000000..181c4072448 --- /dev/null +++ b/content/curated_resources/the-poor-availability-of-psychological-r.md @@ -0,0 +1,49 @@ +{ + "timestamp": "2020-05-31T18:35:05.650Z", + "title": "The poor availability of psychological research data for reanalysis.", + "link_to_resource": "https://doi.org/10.1037/0003-066X.61.7.726", + "creators": [ + "Wicherts", + "Jelte M.", + "Borsboom", + "Denny", + "Kats", + "Judith", + "Molenaar", + "Dylan" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The origin of the present comment lies in a failed attempt to obtain, through e-mailed requests, data reported in 141 empirical articles recently published by the American Psychological Association (APA). Our original aim was to reanalyze these data sets to assess the robustness of the research findings to outliers. We never got that far. In June 2005, we contacted the corresponding author of every article that appeared in the last two 2004 issues of four major APA journals. Because their articles had been published in APA journals, we were certain that all of the authors had signed the APA Certification of Compliance With APA Ethical Principles, which includes the principle on sharing data for reanalysis. Unfortunately, 6 months later, after writing more than 400 e-mails--and sending some corresponding authors detailed descriptions of our study aims, approvals of our ethical committee, signed assurances not to share data with others, and even our full resumes-we ended up with a meager 38 positive reactions and the actual data sets from 64 studies (25.7% of the total number of 249 data sets). This means that 73% of the authors did not share their data.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Licenses and reuse", + "doi": "10.1037/0003-066X.61.7.726", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-poor-availability-of-syntaxes-of-str.md b/content/curated_resources/the-poor-availability-of-syntaxes-of-str.md new file mode 100644 index 00000000000..4b8aba7c075 --- /dev/null +++ b/content/curated_resources/the-poor-availability-of-syntaxes-of-str.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-28T14:52:10.841Z", + "title": "The poor availability of syntaxes of structural equation modeling", + "link_to_resource": "https://doi.org/10.1080/08989621.2017.1396214", + "creators": [ + "Jelte M. Wicherts and Elise A. V. Crompvoets" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The syntax or codes used to fit Structural Equation Models (SEMs) convey valuable information on model specifications and the manner in which SEMs are estimated. We requested SEM syntaxes from a random sample of 229 articles (published in 1998\u20132013) that ran SEMs using LISREL, AMOS, or Mplus. After exchanging over 500 emails, we ended up obtaining a meagre 57 syntaxes used in these articles (24.9% of syntaxes we requested). Results considering the 129 (corresponding) authors who replied to our request showed that the odds of the syntax being lost increased by 21% per year passed since publication of the article, while the odds of actually obtaining a syntax dropped by 13% per year. So SEM syntaxes that are crucial for reproducibility and for correcting errors in the running and reporting of SEMs are often unavailable and get lost rapidly. The preferred solution is mandatory sharing of SEM syntaxes alongside articles or in data repositories.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Computational reproducibility, Reasons to share data and materials", + "doi": "10.1080/08989621.2017.1396214", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-post-embargo-open-access-citation-ad.md b/content/curated_resources/the-post-embargo-open-access-citation-ad.md new file mode 100644 index 00000000000..77dc41b1923 --- /dev/null +++ b/content/curated_resources/the-post-embargo-open-access-citation-ad.md @@ -0,0 +1,46 @@ +{ + "timestamp": "01/01/2020", + "title": "The Post-Embargo Open Access Citation Advantage: It Exists (Probably), It\u2019s Modest (Usually), and the Rich Get Richer (of Course)", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0159614", + "creators": [ + "Jim Ottaviani" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Many studies show that open access (OA) articles\u2014articles from scholarly journals made freely available to readers without requiring subscription fees\u2014are downloaded, and presumably read, more often than closed access/subscription-only articles. Assertions that OA articles are also cited more often generate more controversy. Confounding factors (authors may self-select only the best articles to make OA; absence of an appropriate control group of non-OA articles with which to compare citation figures; conflation of pre-publication vs. published/publisher versions of articles, etc.) make demonstrating a real citation difference difficult. This study addresses those factors and shows that an open access citation advantage as high as 19% exists, even when articles are embargoed during some or all of their prime citation years. Not surprisingly, better (defined as above median) articles gain more when made OA.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Careers", + "Citation Analysis", + "Institutional Repositories", + "Medicine and Health Sciences", + "Open Access Publishing", + "Peer Review", + "Physical Sciences", + "Scientific Publishing" + ], + "forrt_clusters_new": "Publication Sharing", + "forrt_sub_clusters": "Why open access?", + "doi": "10.1371/journal.pone.0159614", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-power-of-many-brains-catalyzing-neur.md b/content/curated_resources/the-power-of-many-brains-catalyzing-neur.md new file mode 100644 index 00000000000..4c73ac637a5 --- /dev/null +++ b/content/curated_resources/the-power-of-many-brains-catalyzing-neur.md @@ -0,0 +1,50 @@ +{ + "timestamp": "1/12/2025 9:40:57", + "title": "The power of many brains: Catalyzing neuropsychiatric discovery through open neuroimaging data and large-scale collaboration", + "link_to_resource": "https://doi.org/10.1016/j.scib.2024.03.006", + "creators": [ + "Bin Lu", + "Xiao Chen", + "Francisco Xavier Castellanos", + "Paul M Thompson", + "Xi-Nian Zuo", + "Yu-Feng Zang", + "Chao-Gan Yan" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Recent advances in open neuroimaging data are enhancing our comprehension of neuropsychiatric disorders. By pooling images from various cohorts, statistical power has increased, enabling the detection of subtle abnormalities and robust associations, and fostering new research methods. Global collaborations in imaging have furthered our knowledge of the neurobiological foundations of brain disorders and aided in imaging-based prediction for more targeted treatment. Large-scale magnetic resonance imaging initiatives are driving innovation in analytics and supporting generalizable psychiatric studies. We also emphasize the significant role of big data in understanding neural mechanisms and in the early identification and precise treatment of neuropsychiatric disorders. However, challenges such as data harmonization across different sites, privacy protection, and effective data sharing must be addressed. With proper governance and open science practices, we conclude with a projection of how large-scale imaging resources and collaborations could revolutionize diagnosis, treatment selection, and outcome prediction, contributing to optimal brain health.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Magnetic Resonance Imaging", + "Neuropsychiatric Disorders", + "Big Data", + "Open Science", + "Artificial Intelligence" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "10.1016/j.scib.2024.03.006", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-preregistration-challenge-a-how-to-g.md b/content/curated_resources/the-preregistration-challenge-a-how-to-g.md new file mode 100644 index 00000000000..ea71714d0aa --- /dev/null +++ b/content/curated_resources/the-preregistration-challenge-a-how-to-g.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "The Preregistration Challenge: A How To Guide", + "link_to_resource": "https://www.youtube.com/watch?v=QAr2-3IdG4Q", + "creators": [ + "" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This video shows interested researchers how to get started on their own preregistration as part of the Preregistration Challenge. Learn how to create a new draft, find example preregistrations from different fields, respond to comments from the preregistration review team, and turn your final draft into a formal preregistration. For more information, check out https://www.cos.io/initiatives/prereg-more-information.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis Plan", + "Arnold Foundation", + "Bias", + "Center for Open Science", + "Cos", + "Data", + "OSF", + "Preregistration", + "Preregistration Challenge", + "Reproducibility", + "Research", + "Research Planning" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-preregistration-prescriptiveness-tra.md b/content/curated_resources/the-preregistration-prescriptiveness-tra.md new file mode 100644 index 00000000000..d4add13d59f --- /dev/null +++ b/content/curated_resources/the-preregistration-prescriptiveness-tra.md @@ -0,0 +1,60 @@ +{ + "timestamp": "10/23/2023 12:28:52", + "title": "The Preregistration Prescriptiveness Trade-Off and Unknown Unknowns in Science: Comments on Van Drimmelen (2023)", + "link_to_resource": "https://doi.org/10.31222/osf.io/3t7pc", + "creators": [ + "Mark Rubin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "I discuss Van Drimmelen\u2019s (2023) Metascience2023 presentation on researchers\u2019 decision making during the research process. In particular, I consider his evidence that researchers\u2019 discretion over research decisions is unavoidable when they follow research plans that are either overdetermined (i.e., too prescriptive) or underdetermined (i.e., too vague). I argue that this evidence points to a prescriptiveness trade-off when writing preregistered plans: All other things being equal, plans that are more prescriptive are more likely to result in deviations that turn their confirmatory tests into exploratory tests, and plans that are less prescriptive are more likely to result in confirmatory tests that are susceptible to questionable research practices. I also consider Van Drimmelen\u2019s idea that researchers may make unconscious, implicit decisions during the research process. I relate these implicit decisions to Rumsfeld\u2019s (2002) concept of unknown unknowns: \u201cthe things we don\u2019t know we don\u2019t know\u201d! I argue that scientists can report their known knowns (what they know they did and found), and they can be transparent and speculative about their known unknowns (what they know they didn\u2019t do and may find), but that they can\u2019t say much about their unknown unknowns (including their unconscious, implicit decisions) because, by definition, they don\u2019t know what they are! Nonetheless, I think that it\u2019s important to acknowledge unknown unknowns in science because doing so helps to contextualise research efforts as being highly tentative and fallible.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Metaresearch", + "Metascience", + "Open Science", + "Preregistration", + "Questionable Metascience Practices", + "Researcher Degrees of Freedom", + "Researcher Discretion", + "Unknown Unknowns" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.31222/osf.io/3t7pc", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-preregistration-revolution-needs-to.md b/content/curated_resources/the-preregistration-revolution-needs-to.md new file mode 100644 index 00000000000..00ef5865baf --- /dev/null +++ b/content/curated_resources/the-preregistration-revolution-needs-to.md @@ -0,0 +1,43 @@ +{ + "timestamp": "12/18/2023 16:56:49", + "title": "The preregistration revolution needs to distinguish between predictions and analyses", + "link_to_resource": "https://doi.org/10.1073/pnas.1812592115", + "creators": [ + "Alison Ledgerwood" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Nosek et al. (1) recently joined others in advocating for \u201cwidespread adoption of preregistration\u201d as a tool for advancing science. The language they use in making this important argument, however, creates unnecessary confusion: Like many others discussing these issues, they seem to conflate the goal of theory falsification with the goal of constraining type I error. This masks a crucial distinction between two types of preregistration: preregistering a theoretical, a priori, directional prediction (which serves to clarify how a hypothesis is constructed) and preregistering an analysis plan (which serves to clarify how evidence is produced).\n\nIndeed, philosophers of science have identified elements of both how a hypothesis is constructed and how evidence is produced that are important for scientifically valid inference (2\u20134). We can distill these to two key, separable questions:\n\ni)\t\nHave these data influenced my theoretical prediction? This question is relevant when researchers want to test existing theory: Rationally speaking, we should only adjust our confidence in a theory in response to evidence that was not itself used to construct the theoretical prediction in question (3). Preregistering theoretical predictions can help researchers distinguish clearly between using evidence to inform versus test theory (3, 5, 6).\n\nii)\t\nHave these data influenced my choice of statistical test (and/or other dataset-construction/analysis decisions)? This question is relevant when researchers want to know the type I error rate of statistical tests: Flexibility in researcher decisions can inflate the risk of false positives (7, 8). Preregistration of analysis plans can help researchers distinguish clearly between data-dependent analyses (which can be interesting but may have unknown type I error) and data-independent analyses (for which P values can be interpreted as diagnostic about the likelihood of a result; refs. 1 and 9).\n\nPut differently, preregistration of theoretical predictions helps researchers know how to correctly calibrate their confidence that a study tests (versus informs) a theory, whereas preregistration of analysis plans helps researchers know how to correctly calibrate their confidence that a specific finding is unlikely to be due to chance.\n\nConflating theoretical predictions and analyses is problematic for multiple reasons. First, it implies, erroneously, that preanalysis plans can only help control type I error when research is in a prediction-making/theory-testing phase (e.g., theory Z predicts a gender difference in trait X; ref. 1). In fact, preanalysis plans can also be useful in the question-asking/discovery/theory-building phase (e.g., is there a gender difference in trait X?). Second, it may lead people to preregister the wrong things (e.g., a researcher attempting to control type I error records careful predictions but omits or only loosely specifies a preanalysis plan). Third, it increases misunderstandings and backlash against preregistration as scientists discuss these issues in everyday life (e.g., students erroneously infer that their results are more robust if they correctly guess them ahead of time; skeptics understandably argue that recording one\u2019s prediction ahead of time has no effect on type I error).\n\nIf we want clear communication, productive debates, and effective strategies for advancing science, we must first pull apart our tangled terminology. Preregistering theoretical predictions enables theory falsifiability. Preregistering analysis plans enables type I error control.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Predictions", + "Analyses" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "10.1073/pnas.1812592115", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-preregistration-revolution.md b/content/curated_resources/the-preregistration-revolution.md new file mode 100644 index 00000000000..837d0dd70b4 --- /dev/null +++ b/content/curated_resources/the-preregistration-revolution.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-22T18:40:59.988Z", + "title": "The preregistration revolution", + "link_to_resource": "https://www.pnas.org/content/115/11/2600", + "creators": [ + "Brian A. Nosek", + "Charles R. Ebersole", + "Alexander C. DeHaven", + "and David T. Mellor" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Progress in science relies in part on generating hypotheses with existing observations and testing hypotheses with new observations. This distinction between postdiction and prediction is appreciated conceptually but is not respected in practice. Mistaking generation of postdictions with testing of predictions reduces the credibility of research findings. However, ordinary biases in human reasoning, such as hindsight bias, make it hard to avoid this mistake. An effective solution is to define the research questions and analysis plan before observing the research outcomes\u2014a process called preregistration. Preregistration distinguishes analyses and outcomes that result from predictions from those that result from postdictions. A variety of practical strategies are available to make the best possible use of preregistration in circumstances that fall short of the ideal application, such as when the data are preexisting. Services are now available for preregistration across all disciplines, facilitating a rapid increase in the practice. Widespread adoption of preregistration will increase distinctiveness between hypothesis generation and hypothesis testing and will improve the credibility of research findings.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning, Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-prevalence-of-statistical-reporting.md b/content/curated_resources/the-prevalence-of-statistical-reporting.md new file mode 100644 index 00000000000..1933b95f137 --- /dev/null +++ b/content/curated_resources/the-prevalence-of-statistical-reporting.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-26T14:56:18.299Z", + "title": "The prevalence of statistical reporting errors in psychology (1985\u20132013)", + "link_to_resource": "https://doi.org/10.3758/s13428-015-0664-2", + "creators": [ + "Mich\u00e8le B. Nuijten", + "Chris H. J. Hartgerink", + "Marcel A. L. M. van Assen", + "Sacha Epskamp & Jelte M. Wicherts" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This study documents reporting errors in a sample of over 250,000 p-values reported in eight major psychology journals from 1985 until 2013, using the new R package \u201cstatcheck.\u201d statcheck retrieved null-hypothesis significance testing (NHST) results from over half of the articles from this period. In line with earlier research, we found that half of all published psychology papers that use NHST contained at least one p-value that was inconsistent with its test statistic and degrees of freedom. One in eight papers contained a grossly inconsistent p-value that may have affected the statistical conclusion. In contrast to earlier findings, we found that the average prevalence of inconsistent p-values has been stable over the years or has declined. The prevalence of gross inconsistencies was higher in p-values reported as significant than in p-values reported as nonsignificant. This could indicate a systematic bias in favor of significant results. Possible solutions for the high prevalence of reporting inconsistencies could be to encourage sharing data, to let co-authors check results in a so-called \u201cco-pilot model,\u201d and to use statcheck to flag possible inconsistencies in one\u2019s own manuscript or during the review process.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.3758/s13428-015-0664-2", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-problem-of-new-evidence-p-hacking-an.md b/content/curated_resources/the-problem-of-new-evidence-p-hacking-an.md new file mode 100644 index 00000000000..b215bc483fe --- /dev/null +++ b/content/curated_resources/the-problem-of-new-evidence-p-hacking-an.md @@ -0,0 +1,48 @@ +{ + "timestamp": "10/30/2023 12:59:56", + "title": "The Problem of New Evidence: P-Hacking and Pre-Analysis Plans", + "link_to_resource": "http://dx.doi.org/10.33392/diam.1587", + "creators": [ + "Hitzig Zo\u00eb", + "Stegenga Jacob" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "We provide a novel articulation of the epistemic peril of p-hacking using three resources from philosophy: predictivism, Bayesian confirmation theory, and model selection theory. We defend a nuanced position on p-hacking: p-hacking is sometimes, but not always, epistemically pernicious. Our argument requires a novel understanding of Bayesianism, since a standard criticism of Bayesian confirmation theory is that it cannot represent the influence of biased methods. We then turn to pre-analysis plans, a methodological device used to mitigate p-hacking. Some say that pre-analysis plans are epistemically meritorious while others deny this, and in practice pre-analysis plans are often violated. We resolve this debate with a modest defence of pre-analysis plans. Further, we argue that pre-analysis plans can be epistemically relevant even if the plan is not strictly followed\u2014and suggest that allowing for flexible pre-analysis plans may be the best available policy option.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Bayesian Confirmation Theory", + "Pre-Analysis Plans", + "Replication Crisis", + "Predictivism", + "P-hacking", + "Philosophy" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "10.33392/diam.1587", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-promises-and-pitfalls-of-preregistra.md b/content/curated_resources/the-promises-and-pitfalls-of-preregistra.md new file mode 100644 index 00000000000..69f1d86ad05 --- /dev/null +++ b/content/curated_resources/the-promises-and-pitfalls-of-preregistra.md @@ -0,0 +1,43 @@ +{ + "timestamp": "1/9/2025 9:39:39", + "title": "The promises and pitfalls of preregistration | Day 1", + "link_to_resource": "https://www.youtube.com/watch?v=yNb2VddOYns", + "creators": [ + "The Royal Society" + ], + "material_type": [ + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The promises and pitfalls of preregistration", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-promises-and-pitfalls-of-preregistra_2.md b/content/curated_resources/the-promises-and-pitfalls-of-preregistra_2.md new file mode 100644 index 00000000000..5cadbb049da --- /dev/null +++ b/content/curated_resources/the-promises-and-pitfalls-of-preregistra_2.md @@ -0,0 +1,43 @@ +{ + "timestamp": "1/9/2025 9:40:50", + "title": "The promises and pitfalls of preregistration | Day 2", + "link_to_resource": "https://www.youtube.com/watch?v=AZPhI-ES6Jo", + "creators": [ + "The Royal Society" + ], + "material_type": [ + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The promises and pitfalls of preregistration", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-psychological-reality-of-the-learned.md b/content/curated_resources/the-psychological-reality-of-the-learned.md new file mode 100644 index 00000000000..6f40d23defc --- /dev/null +++ b/content/curated_resources/the-psychological-reality-of-the-learned.md @@ -0,0 +1,42 @@ +{ + "timestamp": "1/9/2025 10:55:19", + "title": "The psychological reality of the learned \u201cp\u2009<\u2009.05\u201d boundary", + "link_to_resource": "https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-024-00553-x", + "creators": [ + "V. N. Vimal Rao", + "Jeffrey K. Bye & Sashank Varma" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The .05 boundary within Null Hypothesis Statistical Testing (NHST) \u201chas made a lot of people very angry and been widely regarded as a bad move\u201d (to quote Douglas Adams). Here, we move past meta-scientific arguments and ask an empirical question: What is the psychological standing of the .05 boundary for statistical significance? We find that graduate students in the psychological sciences show a boundary effect when relating p-values across .05. We propose this psychological boundary is learned through statistical training in NHST and reading a scientific literature replete with \u201cstatistical significance\u201d. Consistent with this proposal, undergraduates do not show the same sensitivity to the .05 boundary. Additionally, the size of a graduate student\u2019s boundary effect is not associated with their explicit endorsement of questionable research practices. These findings suggest that training creates distortions in initial processing of p-values, but these might be dampened through scientific processes operating over longer timescales.\n\nSignificance statement\nNull Hypothesis Statistical Testing (NHST) uses p-values to quantify the consistency between observed evidence and the predictions of scientific hypotheses. By arbitrary convention, psychological scientists adopt .05 as the boundary between hypotheses that are \u201cstatistically significant\u201d and those that are not. The pressure to achieve \u201csignificant\u201d results may be one reason why researchers engage in questionable research practices, and one cause for the replication crisis more generally. We investigated whether through statistical training and reading a scientific literature still dominated by NHST, .05 becomes a psychological boundary in the minds of emerging psychological scientists. This was the case. Our findings raise the meta-science question of how the distortions in initial processing of p-values demonstrated here are dampened through the long-term processes of science. They also suggest that competitors to NHST that also include \u201cmagic numbers\u201d may be susceptible to the same problems brought by the .05 boundary.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "P-values", + "Statistical Thinking", + "Categorical Perception", + "Meta-science Replication crisis" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1186/s41235-024-00553-x", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-psychological-reality-of-the-learned_2.md b/content/curated_resources/the-psychological-reality-of-the-learned_2.md new file mode 100644 index 00000000000..6b210730007 --- /dev/null +++ b/content/curated_resources/the-psychological-reality-of-the-learned_2.md @@ -0,0 +1,46 @@ +{ + "timestamp": "1/16/2025 4:30:22", + "title": "The psychological reality of the learned \u201cp\u2009<\u2009.05\u201d boundary", + "link_to_resource": "https://doi.org/10.1186/s41235-024-00553-x", + "creators": [ + "V. N. Vimal Rao", + "Jeffrey K. Bye & Sashank Varma" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The .05 boundary within Null Hypothesis Statistical Testing (NHST) \u201chas made a lot of people very angry and been widely regarded as a bad move\u201d (to quote Douglas Adams). Here, we move past meta-scientific arguments and ask an empirical question: What is the psychological standing of the .05 boundary for statistical significance? We find that graduate students in the psychological sciences show a boundary effect when relating p-values across .05. We propose this psychological boundary is learned through statistical training in NHST and reading a scientific literature replete with \u201cstatistical significance\u201d. Consistent with this proposal, undergraduates do not show the same sensitivity to the .05 boundary. Additionally, the size of a graduate student\u2019s boundary effect is not associated with their explicit endorsement of questionable research practices. These findings suggest that training creates distortions in initial processing of p-values, but these might be dampened through scientific processes operating over longer timescales.\n\nSignificance statement\nNull Hypothesis Statistical Testing (NHST) uses p-values to quantify the consistency between observed evidence and the predictions of scientific hypotheses. By arbitrary convention, psychological scientists adopt .05 as the boundary between hypotheses that are \u201cstatistically significant\u201d and those that are not. The pressure to achieve \u201csignificant\u201d results may be one reason why researchers engage in questionable research practices, and one cause for the replication crisis more generally. We investigated whether through statistical training and reading a scientific literature still dominated by NHST, .05 becomes a psychological boundary in the minds of emerging psychological scientists. This was the case. Our findings raise the meta-science question of how the distortions in initial processing of p-values demonstrated here are dampened through the long-term processes of science. They also suggest that competitors to NHST that also include \u201cmagic numbers\u201d may be susceptible to the same problems brought by the .05 boundary.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "p-values", + "Statistical Thinking", + "Categorial Perception", + "Meta-Science", + "Replication Crisis" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1186/s41235-024-00553-x", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-psychology-of-experimental-psycholog.md b/content/curated_resources/the-psychology-of-experimental-psycholog.md new file mode 100644 index 00000000000..5f606b4d5f9 --- /dev/null +++ b/content/curated_resources/the-psychology-of-experimental-psycholog.md @@ -0,0 +1,38 @@ +{ + "timestamp": "01/01/2020", + "title": "The psychology of experimental psychologists: Overcoming cognitive constraints to improve research: The 47th Sir Frederic Bartlett Lecture:", + "link_to_resource": "https://journals.sagepub.com/doi/10.1177/1747021819886519", + "creators": [ + "Dorothy VM Bishop" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Like many other areas of science, experimental psychology is affected by a \u201creplication crisis\u201d that is causing concern in many fields of research. Approaches t...", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Psychology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.1177/1747021819886519", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-quantitative-paradigm-and-the-nature.md b/content/curated_resources/the-quantitative-paradigm-and-the-nature.md new file mode 100644 index 00000000000..f58e433b6a1 --- /dev/null +++ b/content/curated_resources/the-quantitative-paradigm-and-the-nature.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2/20/2025 5:51:34", + "title": "The quantitative paradigm and the nature of the human mind. The replication crisis as an epistemological crisis of quantitative psychology in view of the ontic nature of the psyche", + "link_to_resource": "https://doi.org/10.3389/fpsyg.2024.1390233", + "creators": [ + "Roland Mayrhofer", + "Isabel C. B\u00fcchner", + "Judit Hevesi" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Many suggestions for dealing with the so-called replication crisis in psychology revolve around the idea that better and more complex statistical-mathematical tools or stricter procedures are required in order to obtain reliable findings and prevent cheating or publication biases. While these aspects may play an exacerbating role, we interpret the replication crisis primarily as an epistemological crisis in psychology caused by an inadequate fit between the ontic nature of the psyche and the quantitative approach. On the basis of the philosophers of science Karl Popper, Thomas Kuhn, and Imre Lakatos we suggest that the replication crisis is therefore a symptom of a fundamental problem in psychology, but at the same time it is also an opportunity to advance psychology as a science. In a first step, against the background of Popper\u2019s Critical Rationalism, the replication crisis is interpreted as an opportunity to eliminate inaccurate theories from the pool of theories and to correct problematic developments. Continuing this line of thought, in an interpretation along the lines of Thomas Kuhn, the replication crisis might signify a model drift or even model crisis, thus possibly heralding a new paradigm in psychology. The reasons for this are located in the structure of academic psychology on the basis of Lakatos\u2019s assumption about how sciences operate. Accordingly, one hard core that lies at the very basis of psychology may be found in the assumption that the human psyche can and is to be understood in quantitative terms. For this to be possible, the ontic structure of the psyche, i.e., its very nature, must also in some way be quantitatively constituted. Hence, the replication crisis suggests that the ontic structure of the psyche in some way (also) contains a non-quantitative dimension that can only be grasped incompletely or fragmentarily using quantitative research methods. Fluctuating and inconsistent results in psychology could therefore also be the expression of a mismatch between the ontic level of the object of investigation and the epistemic level of the investigation.\n\n", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Replication Crisis", + "Quantitative Psychology", + "Human Mind", + "Epistemology", + "Ontology" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Philosophy of science, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.3389/fpsyg.2024.1390233", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-race-in-academia-collective.md b/content/curated_resources/the-race-in-academia-collective.md new file mode 100644 index 00000000000..f9962005fe8 --- /dev/null +++ b/content/curated_resources/the-race-in-academia-collective.md @@ -0,0 +1,47 @@ +{ + "timestamp": "2/13/2025 5:01:06", + "title": "The Race in Academia Collective", + "link_to_resource": "https://raceinacademia.nl/page/the-race-in-academia-collective", + "creators": [ + "The Race in Academia Collective" + ], + "material_type": [ + "Initiative" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "At present, academia is a site of colonial production of knowledge where the subject of knowledge, represented by the white European man, produces scientific knowledge about his racialised others. This European perspective is considered to be neutral and unbiased. Whiteness, therefore, is the norm of the university that we experience today. Racialised scholars are excluded in universities in the Netherlands, do not get permanent positions, or at best are \u2018tolerated\u2019 and tokenized. For those few of us in academia, it can be a violent space, where we and our knowledges of the world are deemed inferior or invalid. \n\nDespite these challenges, many racialised academics find a way to persevere and push back. They find refuge in small pockets and institutions of like-minded individuals with similar experiences. Using mentoring, tutoring, resistance and joyful safe spaces they find a way to flourish and make a difference. Motivated by social and epistemic justice, the hope of this collective is to facilitate the exchange of knowledges and experiences and the sharing of resources between these groups. We believe that together we can transform academia and beyond and create more space/stability/security for racialised scholars.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Arts and Humanities", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Race", + "Equity", + "Inclusion", + "Justice", + "Racialised Academics", + "Decolonialisation" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Racism in science, Decolonizing Research Practices, Inclusion", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-relation-between-statistical-power-a.md b/content/curated_resources/the-relation-between-statistical-power-a.md new file mode 100644 index 00000000000..d3906f877ad --- /dev/null +++ b/content/curated_resources/the-relation-between-statistical-power-a.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2020-06-06T19:27:39.827Z", + "title": "The relation between statistical power and inference in fMRI.", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0184923", + "creators": [ + "Cremers", + "H. R.", + "Wager", + "T. D.", + "& Yarkoni", + "T." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Statistically underpowered studies can result in experimental failure even when all other experimental considerations have been addressed impeccably. In fMRI the combination of a large number of dependent variables, a relatively small number of observations (subjects), and a need to correct for multiple comparisons can decrease statistical power dramatically. This problem has been clearly addressed yet remains controversial\u2014especially in regards to the expected effect sizes in fMRI, and especially for between-subjects effects such as group comparisons and brain-behavior correlations. We aimed to clarify the power problem by considering and contrasting two simulated scenarios of such possible brain-behavior correlations: weak diffuse effects and strong localized effects. Sampling from these scenarios shows that, particularly in the weak diffuse scenario, common sample sizes (n = 20\u201330) display extremely low statistical power, poorly represent the actual effects in the full sample, and show large variation on subsequent replications. Empirical data from the Human Connectome Project resembles the weak diffuse scenario much more than the localized strong scenario, which underscores the extent of the power problem for many studies. Possible solutions to the power problem include increasing the sample size, using less stringent thresholds, or focusing on a region-of-interest. However, these approaches are not always feasible and some have major drawbacks. The most prominent solutions that may help address the power problem include model-based (multivariate) prediction methods and meta-analyses with related synthesis-oriented approaches.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Life Science", + "Math & Statistics" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "10.1371/journal.pone.0184923", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-replication-crisis-in-psychology.md b/content/curated_resources/the-replication-crisis-in-psychology.md new file mode 100644 index 00000000000..36d5e96f2b0 --- /dev/null +++ b/content/curated_resources/the-replication-crisis-in-psychology.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-10T18:53:53.613Z", + "title": "The Replication Crisis in Psychology", + "link_to_resource": "https://nobaproject.com/modules/the-replication-crisis-in-psychology", + "creators": [ + "Edward Diener and Robert Biswas-Diener" + ], + "material_type": [ + "Primary Source", + "Reading", + "Blog" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "In science, replication is the process of repeating research to determine the extent to which findings generalize across time and across situations. Recently, the science of psychology has come under criticism because a number of research findings do not replicate. In this module we discuss reasons for non-replication, the impact this phenomenon has on the field, and suggest solutions to the problem.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-replication-crisis-is-less-of-a-cris.md b/content/curated_resources/the-replication-crisis-is-less-of-a-cris.md new file mode 100644 index 00000000000..0ebea33828c --- /dev/null +++ b/content/curated_resources/the-replication-crisis-is-less-of-a-cris.md @@ -0,0 +1,57 @@ +{ + "timestamp": "9/14/2023 9:47:55", + "title": "The replication crisis is less of a \u201ccrisis\u201d in the Lakatosian approach than it is in the Popperian and na\u00efve methodological falsificationism approaches", + "link_to_resource": "https://osf.io/preprints/metaarxiv/2dz9s/", + "creators": [ + "Mark Rubin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Popper\u2019s (1983, 2002) philosophy of science has enjoyed something of a renaissance in the wake of the replication crisis, offering a philosophical basis for the ensuing science reform movement. However, adherence to Popper\u2019s approach may also be at least partly responsible for the sense of \u201ccrisis\u201d that has developed following multiple unexpected replication failures. In this article, I contrast Popper\u2019s approach with Lakatos\u2019 (1978) approach and a related approach called na\u00efve methodological falsificationism (NMF; Lakatos, 1978). The Popperian approach is powerful because it is based on logical refutation, but its theories are noncausal and, therefore, lacking in scientific value. In contrast, the Lakatosian approach tests causal theories, but it concedes that these theories are not logically refutable. Finally, the NMF approach subjects Lakatosian causal theories to Popperian logical refutations. However, its approach of temporarily accepting a ceteris paribus clause during theory testing may be viewed as scientifically inappropriate, epistemically inconsistent, and \u201ccompletely redundant\u201d (Lakatos, 1978, p. 40). I conclude that a replication \u201ccrisis\u201d makes the most sense in the context of the Popperian and NMF approaches because it is only in these two approaches that replication failures represent logical refutations of theories. In contrast, replication failures are less problematic in the Lakatosian approach because they do not logically refute theories. Indeed, in the Lakatosian approach, replication failures can be legitimately ignored or used to motivate theory development.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-ND", + "primary_user": [ + "Student", + "Teacher", + "researcher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Lakatos", + "Popper", + "Metaresearch", + "Metascience", + "Philosophy of Science", + "Replication Crisis", + "Theory Testing", + "Theory" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-replication-crisis-is-less-of-a-cris_2.md b/content/curated_resources/the-replication-crisis-is-less-of-a-cris_2.md new file mode 100644 index 00000000000..cc11c0376e5 --- /dev/null +++ b/content/curated_resources/the-replication-crisis-is-less-of-a-cris_2.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2/6/2025 10:28:02", + "title": "The replication crisis is less of a \u201ccrisis\u201d in Lakatos\u2019 philosophy of science than it is in Popper\u2019s", + "link_to_resource": "https://doi.org/10.1007/s13194-024-00629-x", + "creators": [ + "Mark Rubin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Popper\u2019s (1983, 2002) philosophy of science has enjoyed something of a renaissance in the wake of the replication crisis, offering a philosophical basis for the ensuing science reform movement. However, adherence to Popper\u2019s approach may also be at least partly responsible for the sense of \u201ccrisis\u201d that has developed following multiple unexpected replication failures. In this article, I contrast Popper\u2019s approach with that of Lakatos (1978) as well as with a related but problematic approach called na\u00efve methodological falsificationism (NMF; Lakatos, 1978). The Popperian approach is powerful because it is based on logical refutations, but its theories are noncausal and, therefore, potentially lacking in scientific value. In contrast, the Lakatosian approach considers causal theories, but it concedes that these theories are not logically refutable. Finally, NMF represents a hybrid approach that subjects Lakatosian causal theories to Popperian logical refutations. However, its tactic of temporarily accepting a ceteris paribus clause during theory testing may be viewed as scientifically inappropriate, epistemically inconsistent, and \u201ccompletely redundant\u201d (Lakatos, 1978, p. 40). I conclude that the replication \u201ccrisis\u201d makes the most sense in the context of the Popperian and NMF approaches because it is only in these two approaches that the failure to replicate a previously corroborated theory represents a logical refutation of that theory. In contrast, such replication failures are less problematic in the Lakatosian approach because they do not logically refute theories. Indeed, in the Lakatosian approach, replication failures can be temporarily ignored or used to motivate theory development.", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Metascience", + "Popper", + "Philosophy Of Science", + "Lakatos", + "Replication Crisis", + "Theory Testing" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1007/s13194-024-00629-x", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-replication-database-documenting-the.md b/content/curated_resources/the-replication-database-documenting-the.md new file mode 100644 index 00000000000..9f1bffe915a --- /dev/null +++ b/content/curated_resources/the-replication-database-documenting-the.md @@ -0,0 +1,239 @@ +{ + "timestamp": "3/20/2025 15:10:05", + "title": "The Replication Database: Documenting the Replicability of Psychological Science", + "link_to_resource": "https://doi.org/10.5334/jopd.101", + "creators": [ + "R\u00f6seler", + "L.", + "Kaiser", + "L.", + "Doetsch", + "C.", + "Klett", + "N.", + "Seida", + "C.", + "Sch\u00fctz", + "A.", + "Aczel", + "B.", + "Adelina", + "N.", + "Agostini", + "V.", + "Alarie", + "S.", + "Albayrak-Aydemir", + "N.", + "Aldoh", + "A.", + "Al-Hoorie", + "A. H.", + "Azevedo", + "F.", + "Baker", + "B. J.", + "Barth", + "C. L.", + "Beitner", + "J.", + "Brick", + "C.", + "Brohmer", + "H.", + "Chandrashekar", + "S. P.", + "Chung", + "K. L.", + "Cockcroft", + "J. P.", + "Cummins", + "J.", + "Diveica", + "V.", + "Dumbalska", + "T.", + "Efendic", + "E.", + "Elsherif", + "M.", + "Evans", + "T.", + "Feldman", + "G.", + "Fillon", + "A.", + "F\u00f6rster", + "N.", + "Frese", + "J.", + "Genschow", + "O.", + "Giannouli", + "V.", + "Gjoneska", + "B.", + "Gnambs", + "T.", + "Gourdon-Kanhukamwe", + "A.", + "Graham", + "C. J.", + "Hartmann", + "H.", + "Haviva", + "C.", + "Herderich", + "A.", + "Hilbert", + "L. P.", + "Holgado", + "D.", + "Hussey", + "I.", + "Ilchovska", + "Z. G.", + "Kalandadze", + "T.", + "Karhulahti", + "V.-M.", + "Kasseckert", + "L.", + "Klingelh\u00f6fer-Jens", + "M.", + "Koppold", + "A.", + "Korbmacher", + "M.", + "Kulke", + "L.", + "Kuper", + "N.", + "LaPlume", + "A.", + "Leech", + "G.", + "Lohkamp", + "F.", + "Lou", + "N. M.", + "Lynott", + "D.", + "Maier", + "M.", + "Meier", + "M.", + "Montefinese", + "M.", + "Moreau", + "D.", + "Mrkva", + "K.", + "Nemcova", + "M.", + "Oomen", + "D.", + "Packheiser", + "J.", + "Pandey", + "S.", + "Papenmeier", + "F.", + "Paruzel-Czachura", + "M.", + "Pavlov", + "Y. G.", + "Pavlovi\u0107", + "Z.", + "Pennington", + "C. R.", + "Pittelkow", + "M.-M.", + "Plomp", + "W.", + "Plonski", + "P. E.", + "Pronizius", + "E.", + "Pua", + "A. A.", + "Pypno-Blajda", + "K.", + "Rausch", + "M.", + "Rebholz", + "T. R.", + "Richert", + "E.", + "R\u00f6er", + "J. P.", + "Ross", + "R.", + "Schmidt", + "K.", + "Skvortsova", + "A.", + "Sperl", + "M. F. J.", + "Tan", + "A. W. M.", + "Th\u00fcrmer", + "J. L.", + "To\u0142opi\u0142o", + "A.", + "Vanpaemel", + "W.", + "Vaughn", + "L. A.", + "Verheyen", + "S.", + "Wallrich", + "L.", + "Weber", + "L.", + "Wolska", + "J. K.", + "Zaneva", + "M.", + "& Zhang", + "Y." + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In psychological science, replicability\u2014repeating a study with a new sample achieving consistent results (Parsons et al., 2022)\u2014is critical for affirming the validity of scientific findings. Despite its importance, replication efforts are few and far between in psychological science with many attempts failing to corroborate past findings. This scarcity, compounded by the difficulty in accessing replication data, jeopardizes the efficient allocation of research resources and impedes scientific advancement. Addressing this crucial gap, we present the Replication Database (https://forrt-replications.shinyapps.io/fred_explorer), a novel platform hosting 1,239 original findings paired with replication findings. The infrastructure of this database allows researchers to submit, access, and engage with replication findings. The database makes replications visible, easily findable via a graphical user interface, and tracks replication rates across various factors, such as publication year or journal. This will facilitate future efforts to evaluate the robustness of psychological research.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian", + "Researchers" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Replicability; Replication Studies; Reproducibility; Replication Database; Replication Data; Psychological Research" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications, Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.5334/jopd.101", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-replication-recipe-what-makes-for-a.md b/content/curated_resources/the-replication-recipe-what-makes-for-a.md new file mode 100644 index 00000000000..a3eefd0b842 --- /dev/null +++ b/content/curated_resources/the-replication-recipe-what-makes-for-a.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-01T19:00:34.939Z", + "title": "The Replication Recipe: What makes for a convincing replication? ", + "link_to_resource": "https://doi.org/10.1016/j.jesp.2013.10.005", + "creators": [ + "Brandt et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Psychological scientists have recently started to reconsider the importance of close replications in building a cumulative knowledge base; however, there is no consensus about what constitutes a convincing close replication study. To facilitate convincing close replication attempts we have developed a Replication Recipe, outlining standard criteria for a convincing close replication. Our Replication Recipe can be used by researchers, teachers, and students to conduct meaningful replication studies and integrate replications into their scholarly habits.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1016/j.jesp.2013.10.005", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-reporting-completeness-and-transpare.md b/content/curated_resources/the-reporting-completeness-and-transpare.md new file mode 100644 index 00000000000..44b78d98684 --- /dev/null +++ b/content/curated_resources/the-reporting-completeness-and-transpare.md @@ -0,0 +1,53 @@ +{ + "timestamp": "12/18/2024 6:12:47", + "title": "The reporting completeness and transparency of systematic reviews of prognostic prediction models for COVID-19 was poor: a methodological overview of systematic reviews", + "link_to_resource": " https://doi.org/10.1016/j.jclinepi.2024.111264", + "creators": [ + "Persefoni Talimtzia", + "Antonios Ntolkerasb", + "Georgios Kostopoulosc", + "Konstantinos I Bougioukasa", + "Eirini Pagkalidoua", + "Andreas Ouranidisd", + "Athanasia Patakae", + "Anna-Bettina Haidich" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Objectives\nTo conduct a methodological overview of reviews to evaluate the reporting completeness and transparency of systematic reviews (SRs) of prognostic prediction models (PPMs) for COVID-19.\n\nStudy Design and Setting\nMEDLINE, Scopus, Cochrane Database of Systematic Reviews, and Epistemonikos (epistemonikos.org) were searched for SRs of PPMs for COVID-19 until December 31, 2022. The risk of bias in systematic reviews tool was used to assess the risk of bias. The protocol for this overview was uploaded in the Open Science Framework (https://osf.io/7y94c).\n\nResults\nTen SRs were retrieved; none of them synthesized the results in a meta-analysis. For most of the studies, there was absence of a predefined protocol and missing information on study selection, data collection process, and reporting of primary studies and models included, while only one SR had its data publicly available. In addition, for the majority of the SRs, the overall risk of bias was judged as being high. The overall corrected covered area was 6.3% showing a small amount of overlapping among the SRs.\n\nConclusion\nThe reporting completeness and transparency of SRs of PPMs for COVID-19 was poor. Guidance is urgently required, with increased awareness and education of minimum reporting standards and quality criteria. Specific focus is needed in predefined protocol, information on study selection and data collection process, and in the reporting of findings to improve the quality of SRs of PPMs for COVID-19.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Prognostic Prediction Model", + "Overview of Systematic Review", + "COVID-19", + "Reporting Completeness", + "Transparency", + "ROBIS Assessment" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-analyses", + "doi": "10.1016/j.jclinepi.2024.111264", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-reputational-consequences-of-failed.md b/content/curated_resources/the-reputational-consequences-of-failed.md new file mode 100644 index 00000000000..6108b0d307e --- /dev/null +++ b/content/curated_resources/the-reputational-consequences-of-failed.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-01T18:59:09.866Z", + "title": "The Reputational Consequences of Failed Replications and Wrongness Admission among Scientists", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0143723", + "creators": [ + "Adam K. Fetterman and Kai Sassenberg" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Scientists are dedicating more attention to replication efforts. While the scientific utility of replications is unquestionable, the impact of failed replication efforts and the discussions surrounding them deserve more attention. Specifically, the debates about failed replications on social media have led to worry, in some scientists, regarding reputation. In order to gain data-informed insights into these issues, we collected data from 281 published scientists. We assessed whether scientists overestimate the negative reputational effects of a failed replication in a scenario-based study. Second, we assessed the reputational consequences of admitting wrongness (versus not) as an original scientist of an effect that has failed to replicate. Our data suggests that scientists overestimate the negative reputational impact of a hypothetical failed replication effort. We also show that admitting wrongness about a non-replicated finding is less harmful to one\u2019s reputation than not admitting. Finally, we discovered a hint of evidence that feelings about the replication movement can be affected by whether replication efforts are aimed one\u2019s own work versus the work of another. Given these findings, we then present potential ways forward in these discussions.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "The politics of replicating famous studies, Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1371/journal.pone.0143723", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-role-of-libraries-in-the-age-of-comp.md b/content/curated_resources/the-role-of-libraries-in-the-age-of-comp.md new file mode 100644 index 00000000000..1fc0550b5fd --- /dev/null +++ b/content/curated_resources/the-role-of-libraries-in-the-age-of-comp.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "The Role of Libraries in the Age of Computational Reproducibility", + "link_to_resource": "https://zenodo.org/record/2692864", + "creators": [ + "Gabriele Hayden", + "Vicky Steeves" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "A lighting talk at csv,conf,4 about how libraries and librarians are helping researchers with reproducibility.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Librarians", + "Organizational Change", + "Reproducibility", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-role-of-replication-research-in-adva.md b/content/curated_resources/the-role-of-replication-research-in-adva.md new file mode 100644 index 00000000000..8baedd947ca --- /dev/null +++ b/content/curated_resources/the-role-of-replication-research-in-adva.md @@ -0,0 +1,40 @@ +{ + "timestamp": "01/01/2020", + "title": "The Role Of Replication Research In Advancing Gerontological Science: Trajectories, Transitions, And Typologies", + "link_to_resource": "https://academic.oup.com/innovateage/article/2/suppl_1/784/5169882?login=false", + "creators": [ + "Hofer S M" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The analysis of longitudinal observational data can take many forms and requires many decisions, with research findings and conclusions often found to differ across independent longitudinal studies addressing the same question. Differences in measurements, sample composition (e.g., age, cohort, country/culture), and statistical models (e.g., change/time function, covariate set, centering, treatment of incomplete data) can affect the replicability of results. The central aim of the Integrative Analysis of Longitudinal Studies of Aging (IALSA) research network (NIH/NIA P01AG043362) is to optimize opportunities for replication and cross-validation across heterogeneous sources of longitudinal data by evaluating comparable conceptual and statistical models at the construct-level. We will provide an overview of the methodological challenges associated with comparative longitudinal and international research, including the comparability of alternative models of change, measurement harmonization and construct-level comparison, retest effects, distinguishing and contrasting between-person and within-person effects across studies, and evaluation of alternative models for change over time. These methodological challenges and recommended approaches will be discussed within the context of reproducible and replication research focused on longitudinal studies.", + "language": [ + "English" + ], + "conditions_of_use": "public-domain", + "primary_user": [ + "" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Aging Research", + "Longitudinal Studies", + "Replication" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-rules-of-the-game-called-psychologic.md b/content/curated_resources/the-rules-of-the-game-called-psychologic.md new file mode 100644 index 00000000000..076ba76d3bf --- /dev/null +++ b/content/curated_resources/the-rules-of-the-game-called-psychologic.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-31T18:26:32.886Z", + "title": "The rules of the game called psychological science", + "link_to_resource": "https://doi.org/10.1177/1745691612459060", + "creators": [ + "Marjan Bakker", + "Annette van Dijk", + "Jelte M. Wicherts" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "If science were a game, a dominant rule would probably be to collect results that are statistically significant. Several reviews of the psychological literature have shown that around 96% of papers involving the use of null hypothesis significance testing report significant outcomes for their main results but that the typical studies are insufficiently powerful for such a track record. We explain this paradox by showing that the use of several small underpowered samples often represents a more efficient research strategy (in terms of finding p < .05) than does the use of one larger (more powerful) sample. Publication bias and the most efficient strategy lead to inflated effects and high rates of false positives, especially when researchers also resorted to questionable research practices, such as adding participants after intermediate testing. We provide simulations that highlight the severity of such biases in meta-analyses. We consider 13 meta-analyses covering 281 primary studies in various fields of psychology and find indications of biases and/or an excess of significant results in seven. These results highlight the need for sufficiently powerful replications and changes in journal policies.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1177/1745691612459060", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-secret-to-writing-a-great-nasa-propo.md b/content/curated_resources/the-secret-to-writing-a-great-nasa-propo.md new file mode 100644 index 00000000000..fb67542726c --- /dev/null +++ b/content/curated_resources/the-secret-to-writing-a-great-nasa-propo.md @@ -0,0 +1,47 @@ +{ + "timestamp": "10/9/2023 13:02:11", + "title": "The secret to writing a great NASA proposal", + "link_to_resource": "https://medium.com/nasa-butterfly/how-to-write-a-great-nasa-proposal-2c6010faf7ab", + "creators": [ + "Chelle Gentemann" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Use a real NASA proposal as a roadmap and follow these tips for clearly presenting your research ideas. I\u2019m a 100% soft money-funded research scientist primarily funded by NASA research grants. I teamed with the Jet Propulsion Laboratory (JPL) to lead a $190M NASA proposal. JPL\u2019s mission formulation group provided a lot of help and guidance to our team. What I learned applies to most proposals, whether they are for $100K or $100M.", + "language": [ + "English" + ], + "conditions_of_use": "Public Domain", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian", + "researcher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Physical Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "NASA", + "Grant Writing" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-societal-impact-of-open-science-a-sc.md b/content/curated_resources/the-societal-impact-of-open-science-a-sc.md new file mode 100644 index 00000000000..e3016056c63 --- /dev/null +++ b/content/curated_resources/the-societal-impact-of-open-science-a-sc.md @@ -0,0 +1,52 @@ +{ + "timestamp": "1/9/2025 8:52:55", + "title": "The societal impact of Open Science\u2013a scoping review ", + "link_to_resource": "https://doi.org/10.31235/osf.io/tqrwg", + "creators": [ + "Nicki Lisa Cole", + "Eva Kormann", + "Thomas Klebel", + "Simon Apartis", + "and Tony Ross-Hellauer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Open Science (OS) aims, in part, to drive greater societal impact of academic research. Government, funder and institutional policies state that it should further democratise research and increase learning and awareness, evidence-based policy-making, the relevance of research to society\u2019s problems, and public trust in research. Yet, measuring societal impact of OS has proven challenging and synthesised evidence of it is lacking. This study fills this gap by systematically scoping the existing evidence of societal impact driven by OS and its various aspects, including Citizen Science (CS), Open Access (OA), Open/FAIR Data (OFD), Open Code/Software, and others. Using the PRISMA Extension for Scoping Reviews and searches conducted in Web of Science, Scopus, and relevant grey literature, we identified 196 studies that contain evidence of societal impact. The majority concern CS, with some focused on OA, and only a few addressing other aspects. Key areas of impact found are education and awareness, climate and environment, and social engagement. We found no literature documenting evidence of the societal impact of OFD and limited evidence of societal impact in terms of policy, health, and trust in academic research. Our findings demonstrate a critical need for additional evidence and suggest practical and policy implications.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Citizen Science", + "Open Access", + "Open Data", + "Open Science", + "Social Impact", + "Societal Impact" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Ways of Working", + "forrt_sub_clusters": "Socially Responsible Research, Science communication and public outreach", + "doi": "10.31235/osf.io/tqrwg", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-societal-impact-of-open-science-a-sc_2.md b/content/curated_resources/the-societal-impact-of-open-science-a-sc_2.md new file mode 100644 index 00000000000..3718d01103e --- /dev/null +++ b/content/curated_resources/the-societal-impact-of-open-science-a-sc_2.md @@ -0,0 +1,52 @@ +{ + "timestamp": "2/13/2025 6:32:11", + "title": "The societal impact of Open Science: a scoping review", + "link_to_resource": "https://doi.org/10.1098/rsos.240286", + "creators": [ + "Nicki Lisa Cole", + "Eva Kormann", + "Thomas Klebel", + "Simon Apartis and Tony Ross-Hellauer" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Open Science (OS) aims, in part, to drive greater societal impact of academic research. Government, funder and institutional policies state that it should further democratize research and increase learning and awareness, evidence-based policy-making, the relevance of research to society's problems, and public trust in research. Yet, measuring the societal impact of OS has proven challenging and synthesized evidence of it is lacking. This study fills this gap by systematically scoping the existing evidence of societal impact driven by OS and its various aspects, including Citizen Science (CS), Open Access (OA), Open/FAIR Data (OFD), Open Code/Software and others. Using the PRISMA Extension for Scoping Reviews and searches conducted in Web of Science, Scopus and relevant grey literature, we identified 196 studies that contain evidence of societal impact. The majority concern CS, with some focused on OA, and only a few addressing other aspects. Key areas of impact found are education and awareness, climate and environment, and social engagement. We found no literature documenting evidence of the societal impact of OFD and limited evidence of societal impact in terms of policy, health, and trust in academic research. Our findings demonstrate a critical need for additional evidence and suggest practical and policy implications.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Career and Technical Education", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Societal Impact", + "Social Impact", + "Open Science", + "Citizen Science", + "Participatory Research", + "Open Access" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Ways of Working", + "forrt_sub_clusters": "Science communication and public outreach, Socially Responsible Research, Participatory research", + "doi": "10.1098/rsos.240286", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-state-of-play-of-reproducibility-in.md b/content/curated_resources/the-state-of-play-of-reproducibility-in.md new file mode 100644 index 00000000000..d1dd6dbbedf --- /dev/null +++ b/content/curated_resources/the-state-of-play-of-reproducibility-in.md @@ -0,0 +1,48 @@ +{ + "timestamp": "1/16/2025 4:10:21", + "title": "The State of Play of Reproducibility in Statistics: An Empirical Analysis", + "link_to_resource": "https://doi.org/10.1080/00031305.2022.2131625", + "creators": [ + "Xin Xiong & Ivor Cribben" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Reproducibility, the ability to reproduce the results of published papers or studies using their computer code and data, is a cornerstone of reliable scientific methodology. Studies where results cannot be reproduced by the scientific community should be treated with caution. Over the past decade, the importance of reproducible research has been frequently stressed in a wide range of scientific journals such as Nature and Science and international magazines such as The Economist. However, multiple studies have demonstrated that scientific results are often not reproducible across research areas such as psychology and medicine. Statistics, the science concerned with developing and studying methods for collecting, analyzing, interpreting and presenting empirical data, prides itself on its openness when it comes to sharing both computer code and data. In this article, we examine reproducibility in the field of statistics by attempting to reproduce the results in 93 published papers in prominent journals using functional magnetic resonance imaging (fMRI) data during the 2010\u20132021 period. Overall, from both the computer code and the data perspective, among all the 93 examined papers, we could only reproduce the results in 14 (15.1%) papers, that is, the papers provide both executable computer code (or software) with the real fMRI data, and our results matched the results in the paper. Finally, we conclude with some author-specific and journal-specific recommendations to improve the research reproducibility in statistics.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Math & Statistics", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "Computer Code Access", + "Data Access", + "Open Science", + "Replicability", + "Reproducibility", + "Reproducibility Policy" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "10.1080/00031305.2022.2131625", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-state-of-social-and-personality-scie.md b/content/curated_resources/the-state-of-social-and-personality-scie.md new file mode 100644 index 00000000000..68cf60c3e40 --- /dev/null +++ b/content/curated_resources/the-state-of-social-and-personality-scie.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-04T19:05:26.743Z", + "title": "The State of Social and Personality Science: Rotten to the Core, Not So Bad, Getting Better, or Getting Worse?", + "link_to_resource": "https://doi.org/10.1037/pspa0000084", + "creators": [ + "Motyl et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The scientific quality of social and personality psychology has been debated at great length in recent years. Despite research on the prevalence of Questionable Research Practices (QRPs) and the replicability of particular findings, the impact of the current discussion on research practices is unknown. The current studies examine whether and how practices have changed, if at all, over the last 10 years. In Study 1, we surveyed 1,166 social and personality psychologists about how the current debate has affected their perceptions of their own and the field\u2019s research practices. In Study 2, we coded the research practices and critical test statistics from social and personality psychology articles published in 2003\u20132004 and 2013\u20132014. Together, these studies suggest that (a) perceptions of the current state of the field are more pessimistic than optimistic; (b) the discussion has increased researchers\u2019 intentions to avoid QRPs and adopt proposed best practices, (c) the estimated replicability of research published in 2003\u20132004 may not be as bad as many feared, and (d) research published in 2013\u20132014 shows some improvement over research published in 2003\u20132004, a result that suggests the field is evolving in a positive direction.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Meta-research", + "doi": "10.1037/pspa0000084", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-state-of-the-science-address.md b/content/curated_resources/the-state-of-the-science-address.md new file mode 100644 index 00000000000..aaf57c57cd2 --- /dev/null +++ b/content/curated_resources/the-state-of-the-science-address.md @@ -0,0 +1,47 @@ +{ + "timestamp": "1/9/2025 10:49:58", + "title": "The State of the Science Address", + "link_to_resource": "https://www.nationalacademies.org/event/41687_06-2024_the-state-of-the-science", + "creators": [ + "Marcia McNutt", + "Harvey V. Fineberg", + "Christie Aschwanden", + "Stephanie Diem", + "James Manyika", + "E. Albert Reece", + "James Marschall Shepherd", + "Grace Wang." + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The first State of the Science address explores how U.S. science and innovation are positioned to respond to rising global competition and shifting priorities for the nation\u2019s economy, security, public health, and well-being. The event brought together leaders in science and research, technology and innovation, policymaking, government, industry, and philanthropy to explore what actions may be needed to chart a course toward a more nimble, more robust U.S. science and technology enterprise that is ready to meet the nation\u2019s current challenges and make vital advances in the future.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "-" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Socially Responsible Research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-statistical-power-of-abnormal-social.md b/content/curated_resources/the-statistical-power-of-abnormal-social.md new file mode 100644 index 00000000000..68fbf98a4e5 --- /dev/null +++ b/content/curated_resources/the-statistical-power-of-abnormal-social.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-26T15:33:31.079Z", + "title": "The statistical power of abnormal-social psychological research: A review. ", + "link_to_resource": "https://doi.org/10.1037/h0045186", + "creators": [ + "Jacob Cohen" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "An article about statistical power of abnormal and social psychology", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "10.1037/h0045186", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-stem-education-hub-helps-your-resear.md b/content/curated_resources/the-stem-education-hub-helps-your-resear.md new file mode 100644 index 00000000000..733d4f1de26 --- /dev/null +++ b/content/curated_resources/the-stem-education-hub-helps-your-resear.md @@ -0,0 +1,42 @@ +{ + "timestamp": "01/01/2020", + "title": "The STEM Education Hub Helps Your Research Workflow with Open Tools", + "link_to_resource": "https://osf.io/g4km9/", + "creators": [ + "Alexander C", + "Bryan G", + "Center For Open Science", + "David Thomas Mellor", + "Marcy Reedy", + "Zachary Loomas" + ], + "material_type": [ + "Lecture Notes" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "OSF-specific screenshots and walk-throughs are very helpful, preregistration also discusses qualitative preregistration", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Research" + ], + "forrt_clusters_new": "Pre-analysis Planning, Qualitative Research", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one., Preregistration and Registered reports", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-superego-the-ego-and-the-id-in-stati.md b/content/curated_resources/the-superego-the-ego-and-the-id-in-stati.md new file mode 100644 index 00000000000..0bbf5616c87 --- /dev/null +++ b/content/curated_resources/the-superego-the-ego-and-the-id-in-stati.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-10T19:13:18.266Z", + "title": "The Superego, the Ego, and the Id in Statistical Reasoning", + "link_to_resource": "https://doi.org/10.1093/acprof:oso/9780195153729.003.0013", + "creators": [ + "Gerd Gigerenzer" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Statistical reasoning is an art and so demands both mathematical knowledge and informed judgment. When it is mechanized, as with the institutionalized hybrid logic, it becomes ritual, not reasoning. Many experts have argued that it is not going to be easy to get researchers in psychology and other sociobiomedical sciences to drop this comforting crutch unless one offers an easy-to-use substitute. This chapter argues that this should be avoided \u2014 the substitution of one mechanistic dogma for another. At the very least, this chapter can serve as a tool in arguments with people who think they have to defend a ritualistic dogma instead of good statistical reasoning. Making and winning such arguments is indispensable to good science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1093/acprof:oso/9780195153729.003.0013", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-t-distritbution-and-its-normal-appro.md b/content/curated_resources/the-t-distritbution-and-its-normal-appro.md new file mode 100644 index 00000000000..209d6b1b13a --- /dev/null +++ b/content/curated_resources/the-t-distritbution-and-its-normal-appro.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-11T10:29:40.604Z", + "title": "The t-distritbution and its normal approximation", + "link_to_resource": "http://rpsychologist.com/new-d3-js-visualization-t-distribution", + "creators": [ + "Kristoffer Magnusson" + ], + "material_type": [ + "Interactive", + "Simulation", + "Student Guide", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "I just published a new interactive visualization in my series of basic statistical concepts and techniques. This time I am trying to show how the t-distribution and the normal distribution differs, and how they become very similar for larger sample sizes", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog", + "Interaction", + "Simulation", + "Tutorial" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-test-of-insufficient-variance-tiva-a.md b/content/curated_resources/the-test-of-insufficient-variance-tiva-a.md new file mode 100644 index 00000000000..c884d95e68d --- /dev/null +++ b/content/curated_resources/the-test-of-insufficient-variance-tiva-a.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-14T10:21:04.770Z", + "title": "The Test of Insufficient Variance (TIVA): A New Tool for the Detection of Questionable Research Practices", + "link_to_resource": "https://replicationindex.wordpress.com/2014/12/30/the-test-of-insufficient-variance-tiva-a-new-tool-for-the-detection-of-questionable-research-practices/", + "creators": [ + "Ulrich Schimmack" + ], + "material_type": [ + "Reading", + "Student Guide" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "It has been known for decades that published results tend to be biased (Sterling, 1959). For most of the past decades this inconvenient truth has been ignored. In the past years, there have been many suggestions and initiatives to increase the replicability of reported scientific findings (Asendorpf et al., 2013). One approach is to examine published research results for evidence of questionable research practices (see Schimmack, 2014, for a discussion of existing tests). This blog post introduces a new test of bias in reported research findings, namely the Test of Insufficient Variance (TIVA).", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Questionable measurement practices (QMPs), validity & reliability issues.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-tone-debate-knowledge-self-and-socia.md b/content/curated_resources/the-tone-debate-knowledge-self-and-socia.md new file mode 100644 index 00000000000..826b8406a44 --- /dev/null +++ b/content/curated_resources/the-tone-debate-knowledge-self-and-socia.md @@ -0,0 +1,49 @@ +{ + "timestamp": "10/23/2023 12:54:07", + "title": "The Tone Debate: Knowledge, Self, and Social Order", + "link_to_resource": "https://doi.org/10.1177/10892680211015636", + "creators": [ + "Maarten Derksen", + "Sarahanne Field" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In the replication crisis in psychology, a \u201ctone debate\u201d has developed. It concerns the question of how to conduct scientific debate effectively and ethically. How should scientists give critique without unnecessarily damaging relations? The increasing use of Facebook and Twitter by researchers has made this issue especially pressing, as these social technologies have greatly expanded the possibilities for conversation between academics, but there is little formal control over the debate. In this article, we show that psychologists have tried to solve this issue with various codes of conduct, with an appeal to virtues such as humility, and with practices of self-transformation. We also show that the polemical style of debate, popular in many scientific communities, is itself being questioned by psychologists. Following Shapin and Schaffer\u2019s analysis of the ethics of Robert Boyle\u2019s experimental philosophy in the 17th century, we trace the connections between knowledge, social order, and subjectivity as they are debated and revised by present-day psychologists.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Tone Debate", + "Replication Crisis", + "Psychology", + "Social Media", + "Code of Conduct", + "Debate" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Adversarial collaborations", + "doi": "10.1177/10892680211015636", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-transparency-of-quantitative-empiric.md b/content/curated_resources/the-transparency-of-quantitative-empiric.md new file mode 100644 index 00000000000..8f5db8ee8e9 --- /dev/null +++ b/content/curated_resources/the-transparency-of-quantitative-empiric.md @@ -0,0 +1,54 @@ +{ + "timestamp": "8/28/2023 9:44:34", + "title": "The transparency of quantitative empirical legal research published in highly ranked law journals (2018\u20132020): an observational study", + "link_to_resource": "https://doi.org/10.12688/f1000research.127563.1", + "creators": [ + "Jason Chin", + "Kathryn Zeiler", + "Natali Dilevski", + "Alex Holcombe", + "Rosemary Gatfield-Jeffries", + "Ruby Bishop", + "Simine Vazire", + "Sarah Schiavone" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Background: Scientists are increasingly concerned with making their work easy to verify and build upon. Associated practices include sharing data, materials, and analytic scripts, and preregistering protocols. This shift towards increased transparency and rigor has been referred to as a \u201ccredibility revolution.\u201d The credibility of empirical legal research has been questioned in the past due to its distinctive peer review system and because the legal background of its researchers means that many often are not trained in study design or statistics. Still, there has been no systematic study of transparency and credibility-related characteristics of published empirical legal research.\nMethods: To fill this gap and provide an estimate of current practices that can be tracked as the field evolves, we assessed 300 empirical articles from highly ranked law journals including both faculty-edited journals and student-edited journals.\nResults: We found high levels of article accessibility, especially among student-edited journals. Few articles stated that a study\u2019s data are available. Preregistration and availability of analytic scripts were very uncommon.\nConclusion: We suggest that empirical legal researchers and the journals that publish their work cultivate norms and practices to encourage research credibility. Our estimates may be revisited to track the field\u2019s progress in the coming years.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Law", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Metaresearch", + "Open Science", + "Transparency", + "Credibility", + "Empirical Legal Research" + ], + "forrt_clusters_new": "Pre-analysis Planning, FAIR data and materials", + "forrt_sub_clusters": "Preregistration, Reasons to share data and materials", + "doi": "10.12688/f1000research.127563.1", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-trustworthiness-of-the-cumulative-kn.md b/content/curated_resources/the-trustworthiness-of-the-cumulative-kn.md new file mode 100644 index 00000000000..540c3c02b89 --- /dev/null +++ b/content/curated_resources/the-trustworthiness-of-the-cumulative-kn.md @@ -0,0 +1,50 @@ +{ + "timestamp": "8/28/2023 9:31:45", + "title": "The trustworthiness of the cumulative knowledge in industrial/organizational psychology: The current state of affairs and a path forward", + "link_to_resource": "https://doi.org/10.1016/j.actpsy.2023.104005", + "creators": [ + "Sheila K. Keener", + "Sven Kepes", + "Ann-Kathrin Torka" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "The goal of industrial/organizational (IO) psychology, is to build and organize trustworthy knowledge about people-related phenomena in the workplace. Unfortunately, as with other scientific disciplines, our discipline may be experiencing a \u201ccrisis of confidence\u201d stemming from the lack of reproducibility and replicability of many of our field's research findings, which would suggest that much of our research may be untrustworthy. If a scientific discipline's research is deemed untrustworthy, it can have dire consequences, including the withdraw of funding for future research. In this focal article, we review the current state of reproducibility and replicability in IO psychology and related fields. As part of this review, we discuss factors that make it less likely that research findings will be trustworthy, including the prevalence of scientific misconduct, questionable research practices (QRPs), and errors. We then identify some root causes of these issues and provide several potential remedies. In particular, we highlight the need for improved research methods and statistics training as well as a re-alignment of the incentive structure in academia. To accomplish this, we advocate for changes in the reward structure, improvements to the peer review process, and the implementation of open science practices. Overall, addressing the current \u201ccrisis of confidence\u201d in IO psychology requires individual researchers, academic institutions, and publishers to embrace system-wide change.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "Reproducibility", + "Replicability", + "Scientific Misconduct", + "Questionable Research Practices", + "Trustworthiness of our Scientific Knowledge", + "Open Science Practices" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence", + "doi": "10.1016/j.actpsy.2023.104005", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-unix-shell.md b/content/curated_resources/the-unix-shell.md new file mode 100644 index 00000000000..bee79460ec6 --- /dev/null +++ b/content/curated_resources/the-unix-shell.md @@ -0,0 +1,205 @@ +{ + "timestamp": "01/01/2020", + "title": "The Unix Shell", + "link_to_resource": "https://swcarpentry.github.io/shell-novice/", + "creators": [ + "Adam Huffman", + "Adam James Orr", + "Adam Richie-Halford", + "AidaMirsalehi", + "Alexander Konovalov", + "Alexander Morley", + "Alex Kassil", + "Alex Mac", + "Alix Keener", + "Amy Brown", + "Andrea Bedini", + "Andrew Boughton", + "Andrew Reid", + "Andrew T. T. McRae", + "Andrew Walker", + "Ariel Rokem", + "Armin Sobhani", + "Ashwin Srinath", + "Bagus Tris Atmaja", + "Bartosz Telenczuk", + "Ben Bolker", + "Benjamin Gabriel", + "Bertie Seyffert", + "Bill Mills", + "Brian Ballsun-Stanton", + "BrianBill", + "Camille Marini", + "Chris Mentzel", + "Christina Koch", + "Colin Morris", + "Colin Sauze", + "csqrs", + "Damien Irving", + "Dana Brunson", + "Daniel Baird", + "Danielle M. Nielsen", + "Daniel McCloy", + "Daniel Standage", + "Dan Jones", + "Dave Bridges", + "David Eyers", + "David McKain", + "David Vollmer", + "Dean Attali", + "Devinsuit", + "Dmytro Lituiev", + "Donny Winston", + "Doug Latornell", + "Dustin Lang", + "earkpr", + "ekaterinailin", + "Elena Denisenko", + "Emily Dolson", + "Emily Jane McTavish", + "Eric Jankowski", + "Erin Alison Becker", + "Ethan P White", + "Evgenij Belikov", + "Farah Shamma", + "Fatma Deniz", + "Filipe Fernandes", + "Francis Gacenga", + "Fran\u00e7ois Michonneau", + "Gabriel A. Devenyi", + "Gerard Capes", + "Giuseppe Profiti", + "Greg Wilson", + "Halle Burns", + "Hannah Burkhardt", + "Harriet Alexander", + "Hugues Fontenelle", + "Ian van der Linde", + "Inigo Aldazabal Mensa", + "Jackie Milhans", + "Jake Cowper Szamosi", + "James Guelfi", + "Jan T. Kim", + "Jarek Bryk", + "Jarno Rantaharju", + "Jason Macklin", + "Jay van Schyndel", + "Jens vdL", + "John Blischak", + "John Pellman", + "John Simpson", + "Jonah Duckles", + "Jonny Williams", + "Joshua Madin", + "Kai Blin", + "Kathy Chung", + "Katrin Leinweber", + "Kevin M. Buckley", + "Kirill Palamartchouk", + "Klemens Noga", + "Kristopher Keipert", + "Kunal Marwaha", + "Laurence", + "Lee Zamparo", + "Lex Nederbragt", + "Mahdi Sadjadi", + "Marcel Stimberg", + "Marc Rajeev Gouw", + "Maria Doyle", + "Marie-Helene Burle", + "Marisa Lim", + "Mark Mandel", + "Martha Robinson", + "Martin Feller", + "Matthew Gidden", + "Matthew Peterson", + "M Carlise", + "Megan Fritz", + "Michael Zingale", + "Mike Henry", + "Mike Jackson", + "Morgan Oneka", + "Murray Hoggett", + "Nicolas Barral", + "Nicola Soranzo", + "Noah D Brenowitz", + "Noam Ross", + "Norman Gray", + "nther", + "Orion Buske", + "Owen Kaluza", + "Patrick McCann", + "Paul Gardner", + "Pauline Barmby", + "Peter R. Hoyt", + "Peter Steinbach", + "Philip Lijnzaad", + "Phillip Doehle", + "Piotr Banaszkiewicz", + "Rafi Ullah", + "Raniere Silva", + "R\u00e9mi Emonet", + "reshama shaikh", + "Robert A Beagrie", + "Ruud Steltenpool", + "Ry4an Brase", + "Sarah Mount", + "Sarah Simpkin", + "s-boardman", + "Scott Ritchie", + "sjnair", + "St\u00e9phane Guillou", + "Stephan Schmeing", + "Stephen Jones", + "Stephen Turner", + "Steve Leak", + "Susan Miller", + "Thomas Mellan", + "Tim Keighley", + "Tobin Magle", + "Tom Dowrick", + "Trevor Bekolay", + "Varda F. Hagh", + "Victor Koppejan", + "Vikram Chhatre", + "Yee Mey" + ], + "material_type": [ + "Module" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Software Carpentry lesson on how to use the shell to navigate the filesystem and write simple loops and scripts. The Unix shell has been around longer than most of its users have been alive. It has survived so long because it's a power tool that allows people to do complex things with just a few keystrokes. More importantly, it helps them combine existing programs in new ways and automate repetitive tasks so they aren't typing the same things over and over again. Use of the shell is fundamental to using a wide range of other powerful tools and computing resources (including \u00e2\u20ac\u0153high-performance computing\u00e2\u20ac\u009d supercomputers). These lessons will start you on a path towards using these resources effectively.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Measurement and Data" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Open Scholarship Tools and Technologies", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "Shell" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Research software engineering", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-value-of-direct-replication.md b/content/curated_resources/the-value-of-direct-replication.md new file mode 100644 index 00000000000..488086a00e6 --- /dev/null +++ b/content/curated_resources/the-value-of-direct-replication.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-29T18:28:25.497Z", + "title": "The value of direct replication.", + "link_to_resource": "https://doi.org/10.1177/1745691613514755", + "creators": [ + "Daniel Simons" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Reproducibility is the cornerstone of science. If an effect is reliable, any competent researcher should be able to obtain it when using the same procedures with adequate statistical power. Two of the articles in this special section question the value of direct replication by other laboratories. In this commentary, I discuss the problematic implications of some of their assumptions and argue that direct replication by multiple laboratories is the only way to verify the reliability of an effect.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Direct vs. conceptual replications", + "doi": "10.1177/1745691613514755", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-value-of-openness-in-open-science.md b/content/curated_resources/the-value-of-openness-in-open-science.md new file mode 100644 index 00000000000..d5cd1065c50 --- /dev/null +++ b/content/curated_resources/the-value-of-openness-in-open-science.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/27/2025 4:55:02", + "title": "The Value of Openness in Open Science", + "link_to_resource": "https://doi.org/10.1017/can.2024.44", + "creators": [ + "Carlos Santana" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Open science is good for both epistemic and social reasons, but in nonobvious ways, it can have detrimental epistemic side effects. Drawing on case studies and the social epistemology of science, I show how practices intended to increase transparency, communication, and information sharing in science can backfire. We should not reject Open Science, just implement it carefully. I argue that we can do so by treating openness as a governing value in science, and thus, that our pursuit of openness needs to be balanced against our pursuit of the whole scheme of values that govern science.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Arts and Humanities" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Open Science", + "Values In Science", + "Applied Epistemology", + "Data Infrastructures", + "Science Policy" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "10.1017/can.2024.44", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-value-of-preregistration-for-psychol.md b/content/curated_resources/the-value-of-preregistration-for-psychol.md new file mode 100644 index 00000000000..47e2a4affec --- /dev/null +++ b/content/curated_resources/the-value-of-preregistration-for-psychol.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/27/2023 15:18:55", + "title": "The value of preregistration for psychological science: A conceptual analysis", + "link_to_resource": "https://doi.org/10.24602/sjpr.62.3_221", + "creators": [ + "Dani\u00ebl Lakens" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "For over two centuries researchers have been criticized for using research practices that makes it easier to present data in line with what they wish to be true. With the rise of the internet it has become easier to preregister the theoretical and empirical basis for predictions, the experimental design, the materials, and the analysis code. Whether the practice of preregistration is valuable depends on your philosophy of science. Here, I provide a conceptual analysis of the value of preregistration for psychological science from an error statistical philosophy (Mayo, 2018). Preregistration has the goal to allow others to transparently evaluate the capacity of a test to falsify a prediction, or the severity of a test. Researchers who aim to test predictions with severity should find value in the practice of preregistration. I differentiate the goal of preregistration from positive externalities, discuss how preregistration itself does not make a study better or worse compared to a non-preregistered study, and highlight the importance of evaluating the usefulness of a tool such as preregistration based on an explicit consideration of your philosophy of science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Registered Reports", + "Severity", + "Hypothesis Testing", + "Metascience" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "10.24602/sjpr.62.3_221", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-values-and-practice-of-science.md b/content/curated_resources/the-values-and-practice-of-science.md new file mode 100644 index 00000000000..9ecdec43852 --- /dev/null +++ b/content/curated_resources/the-values-and-practice-of-science.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/27/2025 5:44:41", + "title": "The Values, and Practice, of Science", + "link_to_resource": "https://www.cos.io/blog/the-values-and-practice-of-science", + "creators": [ + "Brian Nosek" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Science is humanity\u2019s most important long-term investment. It is worth constant effort to improve science as a social system to accelerate discovery of knowledge, solutions, and treatments. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Parent" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Scientific Improvement", + "Science as a Social System" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Socially Responsible Research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-weak-spots-in-contemporary-science-a.md b/content/curated_resources/the-weak-spots-in-contemporary-science-a.md new file mode 100644 index 00000000000..5f8e8190ce3 --- /dev/null +++ b/content/curated_resources/the-weak-spots-in-contemporary-science-a.md @@ -0,0 +1,42 @@ +{ + "timestamp": "01/01/2020", + "title": "The Weak Spots in Contemporary Science (and How to Fix Them)", + "link_to_resource": "https://www.mdpi.com/2076-2615/7/12/90", + "creators": [ + "Jelte M. Wicherts" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "In this review, the author discusses several of the weak spots in contemporary science, including scientific misconduct, the problems of post hoc hypothesizing (HARKing), outcome switching, theoretical bloopers in formulating research questions and hypotheses, selective reading of the literature, selective citing of previous results, improper blinding and other design failures, p-hacking or researchers\u2019 tendency to analyze data in many different ways to find positive (typically significant) results, errors and biases in the reporting of results, and publication bias. The author presents some empirical results highlighting problems that lower the trustworthiness of reported results in scientific literatures, including that of animal welfare studies. Some of the underlying causes of these biases are discussed based on the notion that researchers are only human and hence are not immune to confirmation bias, hindsight bias, and minor ethical transgressions. The author discusses solutions in the form of enhanced transparency, sharing of data and materials, (post-publication) peer review, pre-registration, registered reports, improved training, reporting guidelines, replication, dealing with publication bias, alternative inferential techniques, power, and other statistical tools.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Meta-research", + "Questionable Research Practices", + "Replicability", + "Reproducibility", + "Validity" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Scientific Misconduct: Fabrication and Falsification", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-web-of-schizotypal-personality-trait.md b/content/curated_resources/the-web-of-schizotypal-personality-trait.md new file mode 100644 index 00000000000..36f2ef33abe --- /dev/null +++ b/content/curated_resources/the-web-of-schizotypal-personality-trait.md @@ -0,0 +1,47 @@ +{ + "timestamp": "7/16/2025 4:52:47", + "title": "The Web of Schizotypal Personality Traits: Frequentist Network Replication and Bayesian Network Re-Analysis", + "link_to_resource": "https://osf.io/4buha/", + "creators": [ + "This thesis examines schizotypal personality traits", + "risk factors for schizophrenia", + "through both frequentist and Bayesian network models. It replicates a prior frequentist analysis by Dodell-Feder et al. (2019) and introduces a Bayesian re-analysis of the same data. Both approaches yielded consistent results", + "underscoring the robustness of the network structure and central traits. The project demonstrates the viability and accessibility of Bayesian methods for psychological network analysis." + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This thesis examines schizotypal personality traits, risk factors for schizophrenia, through both frequentist and Bayesian network models. It replicates a prior frequentist analysis by Dodell-Feder et al. (2019) and introduces a Bayesian re-analysis of the same data. Both approaches yielded consistent results, underscoring the robustness of the network structure and central traits. The project demonstrates the viability and accessibility of Bayesian methods for psychological network analysis.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher / Scientist" + ], + "subject_areas": [ + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-what-why-and-how-of-born-open-data.md b/content/curated_resources/the-what-why-and-how-of-born-open-data.md new file mode 100644 index 00000000000..c0dcb08bf50 --- /dev/null +++ b/content/curated_resources/the-what-why-and-how-of-born-open-data.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-05T18:25:25.640Z", + "title": "The what, why, and how of born-open data", + "link_to_resource": "https://doi.org/10.3758/s13428-015-0630-z", + "creators": [ + "Jeffrey N. Rouder" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Although many researchers agree that scientific data should be open to scrutiny to ferret out poor analyses and outright fraud, most raw data sets are not available on demand. There are many reasons researchers do not open their data, and one is technical. It is often time consuming to prepare and archive data. In response, my laboratory has automated the process such that our data are archived the night they are created without any human approval or action. All data are versioned, logged, time stamped, and uploaded including aborted runs and data from pilot subjects. The archive is GitHub, github.com, the world\u2019s largest collection of open-source materials. Data archived in this manner are called born open. In this paper, I discuss the benefits of born-open data and provide a brief technical overview of the process. I also address some of the common concerns about opening data before publication.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Publication Sharing, FAIR data and materials", + "forrt_sub_clusters": "Different shades of open access, Reasons to share data and materials, Research data management, Repositories", + "doi": "10.3758/s13428-015-0630-z", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/the-what-why-and-how-of-preregistration.md b/content/curated_resources/the-what-why-and-how-of-preregistration.md new file mode 100644 index 00000000000..218465ccc0a --- /dev/null +++ b/content/curated_resources/the-what-why-and-how-of-preregistration.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "The What, Why, and How of Preregistration", + "link_to_resource": "https://www.youtube.com/watch?v=8QK2-udwoK8", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "More researchers are preregistering their studies as a way to combat publication bias and improve the credibility of research findings. Preregistration is at its core designed to distinguish between confirmatory and exploratory results. Both are important to the progress of science, but when they are conflated, problems arise. In this webinar, we discuss the What, Why, and How of preregistration and what it means for the future of science. Visit cos.io/prereg for additional resources.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Preregistation", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Pre-analysis Planning, Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Preregistration, Purpose of pre-analysis planning, Exploratory and confirmatory analyses", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/theoretical-risks-and-tabular-asterisks.md b/content/curated_resources/theoretical-risks-and-tabular-asterisks.md new file mode 100644 index 00000000000..8236d5112e7 --- /dev/null +++ b/content/curated_resources/theoretical-risks-and-tabular-asterisks.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-05T19:19:33.825Z", + "title": "Theoretical risks and tabular asterisks: Sir Karl, Sir Ronald, and the slow progress of soft psychology.", + "link_to_resource": "https://doi.org/10.1037/0022-006X.46.4.806", + "creators": [ + "Meehl", + "P. E" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Theories in \"soft\" areas of psychology (e.g., clinical, counseling, social, personality, school, and community) lack the cumulative character of scientific knowledge because they tend neither to be refuted nor corroborated, but instead merely fade away as people lose interest. Even though intrinsic subject matter difficulties (20 are listed) contribute to this, the excessive reliance on significance testing is partly responsible (Ronald A. Fisher). Karl Popper's approach, with modifications, would be prophylactic. Since the null hypothesis is quasi-always false, tables summarizing research in terms of patterns of \"significant differences\" are little more than complex, causally uninterpretable outcomes of statistical power functions. Multiple paths to estimating numerical point values (\"consistency tests\") are better, even if approximate with rough tolerances; and lacking this, ranges, orderings, 2nd-order differences, curve peaks and valleys, and function forms should be used. Such methods are usual in developed sciences that seldom report statistical significance. Consistency tests of a conjectural taxometric model yielded 94% success with no false negatives. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.1037/0022-006X.46.4.806", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/theory-construction-and-model-building-s.md b/content/curated_resources/theory-construction-and-model-building-s.md new file mode 100644 index 00000000000..6ee42d96e8a --- /dev/null +++ b/content/curated_resources/theory-construction-and-model-building-s.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-19T16:56:17.036Z", + "title": "Theory Construction and Model-Building Skills: A Practical Guide for Social Scientists", + "link_to_resource": "https://www.amazon.com/Theory-Construction-Model-Building-Skills-Methodology/dp/1606233394?ie=UTF8&psc=1&redirect=true&ref_=oh_aui_detailpage_o03_s00", + "creators": [ + "James Jaccard", + "Jacob Jacoby" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical" + ], + "abstract": "Meeting a crucial need for graduate students and newly minted researchers, this innovative text provides hands-on tools for generating ideas and translating them into formal theories. It is illustrated with numerous practical examples drawn from multiple social science disciplines and research settings. The authors offer clear guidance for defining constructs, thinking through relationships and processes that link constructs, and deriving new theoretical models (or building on existing ones) based on those relationships. Step by step, they show readers how to use causal analysis, mathematical modeling, simulations, and grounded and emergent approaches to theory construction. A chapter on writing about theories contains invaluable advice on crafting effective papers and grant applications. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Book" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Philosophy of science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/theory-testing-in-psychology-and-physics.md b/content/curated_resources/theory-testing-in-psychology-and-physics.md new file mode 100644 index 00000000000..766c14b2121 --- /dev/null +++ b/content/curated_resources/theory-testing-in-psychology-and-physics.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-27T16:02:03.205Z", + "title": "Theory-Testing in Psychology and Physics: A Methodological Paradox", + "link_to_resource": "https://doi.org/10.1086/288135", + "creators": [ + "Paul E.Meehl" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Because physical theories typically predict numerical values, an improvement in experimental precision reduces the tolerance range and hence increases corroborability. In most psychological research, improved power of a statistical design leads to a prior probability approaching 1/2 of finding a significant difference in the theoretically predicted direction. Hence the corroboration yielded by \"success\" is very weak, and becomes weaker with increased precision. \"Statistical significance\" plays a logical role in psychology precisely the reverse of its role in physics. This problem is worsened by certain unhealthy tendencies prevalent among psychologists, such as a premium placed on experimental \"cuteness\" and a free reliance upon ad hoc explanations to avoid refutation.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Philosophy of science", + "doi": "10.1086/288135", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/there-is-no-theory-crisis-in-psychologic.md b/content/curated_resources/there-is-no-theory-crisis-in-psychologic.md new file mode 100644 index 00000000000..49f976664e5 --- /dev/null +++ b/content/curated_resources/there-is-no-theory-crisis-in-psychologic.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2/13/2025 5:52:24", + "title": "There Is No Theory Crisis in Psychological Science", + "link_to_resource": "https://dx.doi.org/10.1037/teo0000301 ", + "creators": [ + "David M. Sanbonmatsu", + "Becky Neufeld", + "Steven S. Posavac" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Numerous scholars believe that there is a crisis in psychology because of the \u201cpoor quality\u201d of our theories. However, we believe that it is misleading to suggest that psychology is going through a \u201ctheory crisis\u201d because the major shortcomings of theories in the field have been recognized for decades. More fundamentally, there is nothing temporary about the current state theory in the field. Theories in psychology and other social and behavioral sciences will always fall short of traditional scientific benchmarks because of the complexity of the topics that are studied and the problem of generality. In our view, the most recent recommendations for improving theory in psychology are limited in feasibleness. Following many scholars, we suggest that psychology should turn more to formal modeling to increase rigor and improve prediction. However, while models are potentially of great value to the field, they are not theories. Researchers need to accept the limitations inherent to the study of the complexity of social and behavioral phenomena and stop the unhelpful criticism of our field. They also need to recognize the cumulativeness of psychological theory and the enormous body of knowledge of psychological processes, structures, and effects that have been generated by research. Although theories in our field are often sketchy, they are indispensable in providing explanations for important phenomena, suggesting interventions and treatments for critical social and behavioral problems and facilitating the development of predictive models.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Theory Crisis", + "Theory Development", + "Modeling", + "Problem Of Generality", + "Cumulative Research" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1037/teo0000301 ", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/things-i-have-learned-so-far.md b/content/curated_resources/things-i-have-learned-so-far.md new file mode 100644 index 00000000000..a42209a48df --- /dev/null +++ b/content/curated_resources/things-i-have-learned-so-far.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-06-06T19:01:12.709Z", + "title": "Things I have learned (so far)", + "link_to_resource": "https://doi.org/10.1037/10109-028", + "creators": [ + "Jacob Cohen" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": " This is an account of what I have learned (so far) about the application of statistics to psychology and the other sociobiomedical sciences. It includes the principles \"less is more\" (fewer variables, more highly targeted issues, sharp rounding off), \"simple is better\" (graphic representation, unit weighting for linear composites), and \"some things you learn aren't so.\" I have learned to avoid the many misconceptions that surround Fisherian null hypothesis testing. I have also learned the importance of power analysis and the determination of just how big (rather than how statistically significant) are the effects that we study. Finally, I have learned that there is no royal road to statistical induction, that the informed judgment of the investigator is the crucial element in the interpretation of data, and that things take time.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1037/10109-028", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/three-ways-to-recognize-hidden-labour-in.md b/content/curated_resources/three-ways-to-recognize-hidden-labour-in.md new file mode 100644 index 00000000000..3385915617f --- /dev/null +++ b/content/curated_resources/three-ways-to-recognize-hidden-labour-in.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/20/2025 5:20:28", + "title": "Three ways to recognize hidden labour in research", + "link_to_resource": "https://doi.org/10.1038/d41586-024-01749-3", + "creators": [ + "Linda Nordling" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "From designing studies and translating science to technical services, the work of support staff is highly diverse \u2014 and it needs merit systems to match.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Careers", + "Research Management", + "Research Support Staff" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.1038/d41586-024-01749-3", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/tie-my-hands-loosely-pre-analysis-plans.md b/content/curated_resources/tie-my-hands-loosely-pre-analysis-plans.md new file mode 100644 index 00000000000..550a770f689 --- /dev/null +++ b/content/curated_resources/tie-my-hands-loosely-pre-analysis-plans.md @@ -0,0 +1,42 @@ +{ + "timestamp": "10/30/2023 12:28:21", + "title": "Tie my hands loosely: Pre-analysis plans in political science", + "link_to_resource": "https://doi.org/10.1017/pls.2021.23", + "creators": [ + "Daniel Rubenson" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In this short article, I want to provide some of my thoughts on these developments from the perspective of someone who writes PAPs and reads them as a reviewer, as well as from the perspective of a journal editor.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Political Science" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one.", + "doi": "10.1017/pls.2021.23", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/too-true-to-be-bad-when-sets-of-studies.md b/content/curated_resources/too-true-to-be-bad-when-sets-of-studies.md new file mode 100644 index 00000000000..8595e8f57b9 --- /dev/null +++ b/content/curated_resources/too-true-to-be-bad-when-sets-of-studies.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-04T18:56:25.621Z", + "title": "Too true to be bad: When sets of studies with significant and nonsignificant findings are probably true", + "link_to_resource": "https://doi.org/10.1177/1948550617693058", + "creators": [ + "Lakens", + "D.", + "& Etz", + "A. J." + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Psychology journals rarely publish nonsignificant results. At the same time, it is often very unlikely (or \u201ctoo good to be true\u201d) that a set of studies yields exclusively significant results. Here, we use likelihood ratios to explain when sets of studies that contain a mix of significant and nonsignificant results are likely to be true or \u201ctoo true to be bad.\u201d As we show, mixed results are not only likely to be observed in lines of research but also, when observed, often provide evidence for the alternative hypothesis, given reasonable levels of statistical power and an adequately controlled low Type 1 error rate. Researchers should feel comfortable submitting such lines of research with an internal meta-analysis for publication. A better understanding of probabilities, accompanied by more realistic expectations of what real sets of studies look like, might be an important step in mitigating publication bias in the scientific literature.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "10.1177/1948550617693058", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/toolkit-for-aligning-incentives-2-0.md b/content/curated_resources/toolkit-for-aligning-incentives-2-0.md new file mode 100644 index 00000000000..02eba0205cb --- /dev/null +++ b/content/curated_resources/toolkit-for-aligning-incentives-2-0.md @@ -0,0 +1,46 @@ +{ + "timestamp": "12/19/2024 9:23:26", + "title": "Toolkit for Aligning Incentives 2.0", + "link_to_resource": "https://doi.org/10.31219/osf.io/8x4e9", + "creators": [ + "Michael R Dougherty", + "Caitlin Carter", + "Erin McKiernan", + "Greg Tananbaum", + "Zac Parker", + "and Carolina Garcia" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Colleges and universities largely exist to advance knowledge for the public good through research, teaching, and public service. Yet, for far too long academic incentive systems have been misaligned with the foundational values upon which universities were founded. Rather than reward work based on the substance of their work, researchers are often rewarded based on superficial \"metrics\" that promote quantity over quality and under-value research that addresses critical societal problems. Our motivation for creating this toolkit stems from the recognition that correcting this misalignment is necessary for promoting research integrity, restoring trust in science (and higher education), and building a more just society. This is a living document that we plan on updating and improving periodically, much like improving our assessment practices requires continual effort to improve. With that in mind, please treat as you would any draft document.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Academic Life and Culture" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia, Research assessment, proposals, and reforms", + "doi": "10.31219/osf.io/8x4e9", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/tools-for-reproducible-research.md b/content/curated_resources/tools-for-reproducible-research.md new file mode 100644 index 00000000000..8534dc08eb5 --- /dev/null +++ b/content/curated_resources/tools-for-reproducible-research.md @@ -0,0 +1,41 @@ +{ + "timestamp": "01/01/2020", + "title": "Tools for Reproducible Research", + "link_to_resource": "https://kbroman.org/Tools4RR/", + "creators": [ + "Karl Broman" + ], + "material_type": [ + "Full Course" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Course summary\nA minimal standard for data analysis and other scientific computations is that they be reproducible: that the code and data are assembled in a way so that another group can re-create all of the results (e.g., the figures in a paper). The importance of such reproducibility is now widely recognized, but it is still not so widely practiced as it should be, in large part because many computational scientists (and particularly statisticians) have not fully adopted the required tools for reproducible research.\n\nIn this course, we will discuss general principles for reproducible research but will focus primarily on the use of relevant tools (particularly make, git, and knitr), with the goal that the students leave the course ready and willing to ensure that all aspects of their computational research (software, data analyses, papers, presentations, posters) are reproducible.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Public Domain Dedication", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Documentation", + "Literate Programming", + "Reproducibility", + "Version Control" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/top-guidelines.md b/content/curated_resources/top-guidelines.md new file mode 100644 index 00000000000..f431dbbba74 --- /dev/null +++ b/content/curated_resources/top-guidelines.md @@ -0,0 +1,49 @@ +{ + "timestamp": "01/01/2020", + "title": "TOP Guidelines", + "link_to_resource": "https://www.cos.io/initiatives/top-guidelines", + "creators": [ + "Open Science Collaboration" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The Transparency and Openness Promotion guidelines include eight modular standards, each with three levels of increasing stringency. Journals select which of the eight transparency standards they wish to implement and select a level of implementation for each. These features provide flexibility for adoption depending on disciplinary variation, but simultaneously establish community standards.", + "language": [ + "English", + "Portuguese", + "Spanish" + ], + "conditions_of_use": "", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Funders", + "Open Scholarship Policy", + "Open Standards", + "Policy", + "Policy Makers", + "Publishers", + "Publishing" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/top-tips-for-navigating-your-career-the.md b/content/curated_resources/top-tips-for-navigating-your-career-the.md new file mode 100644 index 00000000000..4ecd98a53a2 --- /dev/null +++ b/content/curated_resources/top-tips-for-navigating-your-career-the.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/27/2025 3:27:01", + "title": "Top tips for navigating your career: The Hidden Curriculum", + "link_to_resource": "https://jayvanbavellab.substack.com/p/top-tips-for-navigating-your-career?utm_source=profile&utm_medium=reader2", + "creators": [ + "Sarah Mughal", + "Jay van Bavel" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "We summarize our career advice on everything from writing effectively and giving a stellar presentation to writing a CV and negotiating a job offer. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Career Advice", + "Academia", + "Hidden Curriculum" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Hidden curriculum", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/topics-in-social-psychology-and-personal.md b/content/curated_resources/topics-in-social-psychology-and-personal.md new file mode 100644 index 00000000000..96f0201c03c --- /dev/null +++ b/content/curated_resources/topics-in-social-psychology-and-personal.md @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 13:49:16", + "title": "Topics in Social Psychology and Personality", + "link_to_resource": "https://osf.io/8ecbz/", + "creators": [ + "Sean Mackinnon" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This seminar class will focus on the theme of Reproducibility in Social Psychology. We will discuss issues surrounding open science as well as the \u201creplication crisis\u201d in social psychology.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/toward-a-21st-century-national-data-infr.md b/content/curated_resources/toward-a-21st-century-national-data-infr.md new file mode 100644 index 00000000000..a587cfa0c72 --- /dev/null +++ b/content/curated_resources/toward-a-21st-century-national-data-infr.md @@ -0,0 +1,45 @@ +{ + "timestamp": "12/18/2024 8:40:18", + "title": "Toward a 21st Century National Data Infrastructure: Managing Privacy and Confidentiality Risks with Blended Data", + "link_to_resource": "https://doi.org/10.17226/27335", + "creators": [ + "National Academies of Sciences", + "Engineering", + "and Medicine" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Protecting privacy and ensuring confidentiality in data is a critical component of modernizing our national data infrastructure. The use of blended data - combining previously collected data sources - presents new considerations for responsible data stewardship. Toward a 21st Century National Data Infrastructure: Managing Privacy and Confidentiality Risks with Blended Data provides a framework for managing disclosure risks that accounts for the unique attributes of blended data and poses a series of questions to guide considered decision-making.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education", + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Blended Data", + "Data Infrastructure" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons not to share: Privacy and security considerations, Research data management", + "doi": "10.17226/27335", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/toward-a-more-accurate-notion-of-explora.md b/content/curated_resources/toward-a-more-accurate-notion-of-explora.md new file mode 100644 index 00000000000..06d1257174d --- /dev/null +++ b/content/curated_resources/toward-a-more-accurate-notion-of-explora.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/6/2025 9:56:56", + "title": "Toward a More Accurate Notion of Exploratory Research (And Why it Matters)", + "link_to_resource": "https://philsci-archive.pitt.edu/24482/", + "creators": [ + "Feest", + "Uljana and Devezer", + "Berna" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The paper analyzes the notion of exploration that can be found in the distinction between exploratory and confirmatory research, which is sometimes appealed to in the metascience literature. We argue that this notion (a) differs in important respects from previous works in exploratory data analysis and (b) contains some counterintuitive assumptions about the nature of exploration. Engaging with works in the history and philosophy of experimentation and modeling, we develop and defend a more comprehensive and accurate notion of exploration and argue that it is better suited for a normative analysis of exploratory research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Exploratory Hypotheses", + "Assumptions", + "Modeling", + "Experimentation" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/toward-a-more-credible-assessment-of-the.md b/content/curated_resources/toward-a-more-credible-assessment-of-the.md new file mode 100644 index 00000000000..a22e8155adc --- /dev/null +++ b/content/curated_resources/toward-a-more-credible-assessment-of-the.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2/13/2025 6:37:52", + "title": "Toward a more credible assessment of the credibility of science by many-analyst studies", + "link_to_resource": "https://doi.org/10.1073/pnas.2404035121", + "creators": [ + "Katrin Auspurg and Josef Br\u00fcderl" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "We discuss a relatively new meta-scientific research design: many-analyst studies that attempt to assess the replicability and credibility of research based on large-scale observational data. In these studies, a large number of analysts try to answer the same research question using the same data. The key idea is the greater the variation in results, the greater the uncertainty in answering the research question and, accordingly, the lower the credibility of any individual research finding. Compared to individual replications, the large crowd of analysts allows for a more systematic investigation of uncertainty and its sources. However, many-analyst studies are also resource-intensive, and there are some doubts about their potential to provide credible assessments. We identify three issues that any many-analyst study must address: 1) identifying the source of variation in the results; 2) providing an incentive structure similar to that of standard research; and 3) conducting a proper meta-analysis of the results. We argue that some recent many-analyst studies have failed to address these issues satisfactorily and have therefore provided an overly pessimistic assessment of the credibility of science. We also provide some concrete guidance on how future many-analyst studies could provide a more constructive assessment.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-ND", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Meta-scientific Research Design", + "Meta Analyst" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1073/pnas.2404035121", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/toward-reproducible-computational-resear.md b/content/curated_resources/toward-reproducible-computational-resear.md new file mode 100644 index 00000000000..c70f74bfb61 --- /dev/null +++ b/content/curated_resources/toward-reproducible-computational-resear.md @@ -0,0 +1,51 @@ +{ + "timestamp": "01/01/2020", + "title": "Toward Reproducible Computational Research: An Empirical Analysis of Data and Code Policy Adoption by Journals", + "link_to_resource": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0067111", + "creators": [ + "Peixuan Guo", + "Victoria Stodden", + "Zhaokun Ma" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Journal policy on research data and code availability is an important part of the ongoing shift toward publishing reproducible computational science. This article extends the literature by studying journal data sharing policies by year (for both 2011 and 2012) for a referent set of 170 journals. We make a further contribution by evaluating code sharing policies, supplemental materials policies, and open access status for these 170 journals for each of 2011 and 2012. We build a predictive model of open data and code policy adoption as a function of impact factor and publisher and find higher impact journals more likely to have open data and code policies and scientific societies more likely to have open data and code policies than commercial publishers. We also find open data policies tend to lead open code policies, and we find no relationship between open data and code policies and either supplemental material policies or open access journal status. Of the journals in this study, 38% had a data policy, 22% had a code policy, and 66% had a supplemental materials policy as of June 2012. This reflects a striking one year increase of 16% in the number of data policies, a 30% increase in code policies, and a 7% increase in the number of supplemental materials policies. We introduce a new dataset to the community that categorizes data and code sharing, supplemental materials, and open access policies in 2011 and 2012 for these 170 journals.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Bibliometrics", + "Computational Biology", + "Data", + "Data Management", + "Open Access Publishing", + "Open Data", + "Policy", + "Publishing", + "Reproducibility", + "Science Policy", + "Scientific Publishing" + ], + "forrt_clusters_new": "Academic Structures and Institutions, FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Research assessment, proposals, and reforms", + "doi": "10.1371/journal.pone.0067111", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/towards-a-culture-of-open-scholarship-th.md b/content/curated_resources/towards-a-culture-of-open-scholarship-th.md new file mode 100644 index 00000000000..6b47121d48a --- /dev/null +++ b/content/curated_resources/towards-a-culture-of-open-scholarship-th.md @@ -0,0 +1,58 @@ +{ + "timestamp": "3/20/2025 15:40:12", + "title": "Towards a culture of open scholarship: the role of pedagogical communities", + "link_to_resource": "https://doi.org/10.1186/s13104-022-05944-1", + "creators": [ + "Azevedo", + "F.", + "Liu", + "M.", + "Pennington", + "C. R.", + "Pownall", + "M.", + "Evans", + "T. R.", + "Parsons", + "S.", + "Elsherif", + "M. M.", + "Micheli", + "L.", + "Westwood", + "S.", + "& FORRT." + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The UK House of Commons Science and Technology Committee has called for evidence on the roles that different stakeholders play in reproducibility and research integrity. Of central priority are proposals for improving research integrity and quality, as well as guidance and support for researchers. In response to this, we argue that there is one important component of research integrity that is often absent from discussion: the pedagogical consequences of how we teach, mentor, and supervise students through open scholarship. We justify the need to integrate open scholarship principles into research training within higher education and argue that pedagogical communities play a key role in fostering an inclusive culture of open scholarship. We illustrate these benefits by presenting the Framework for Open and Reproducible Research Training (FORRT), an international grassroots community whose goal is to provide support, resources, visibility, and advocacy for the adoption of principled, open teaching and mentoring practices, whilst generating conversations about the ethics and social impact of higher-education pedagogy. Representing a diverse group of early-career researchers and students across specialisms, we advocate for greater recognition of and support for pedagogical communities, and encourage all research stakeholders to engage with these communities to enable long-term, sustainable change.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Scholarship; Higher Education; Pedagogy; Mentorship; Policy; Sustainable Change" + ], + "forrt_clusters_new": "Ways of Working, Academic Structures and Institutions", + "forrt_sub_clusters": "Big team science, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Structures and incentives in academia", + "doi": "10.1186/s13104-022-05944-1", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/towards-building-a-trustworthy-pipeline.md b/content/curated_resources/towards-building-a-trustworthy-pipeline.md new file mode 100644 index 00000000000..93926feb2e9 --- /dev/null +++ b/content/curated_resources/towards-building-a-trustworthy-pipeline.md @@ -0,0 +1,54 @@ +{ + "timestamp": "1/12/2025 10:24:32", + "title": "Towards building a trustworthy pipeline integrating Neuroscience Gateway and Open Science Chain", + "link_to_resource": "https://doi.org/10.1093/database/baae023", + "creators": [ + "S Sivagnanam", + "S Yeu", + "K Lin", + "S Sakai", + "F Garzon", + "K Yoshimoto", + "K Prantzalos", + "D P Upadhyaya", + "A Majumdar", + "S S Sahoo", + "W W Lytton" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "When the scientific dataset evolves or is reused in workflows creating derived datasets, the integrity of the dataset with its metadata information, including provenance, needs to be securely preserved while providing assurances that they are not accidentally or maliciously altered during the process. Providing a secure method to efficiently share and verify the data as well as metadata is essential for the reuse of the scientific data. The National Science Foundation (NSF) funded Open Science Chain (OSC) utilizes consortium blockchain to provide a cyberinfrastructure solution to maintain integrity of the provenance metadata for published datasets and provides a way to perform independent verification of the dataset while promoting reuse and reproducibility. The NSF- and National Institutes of Health (NIH)-funded Neuroscience Gateway (NSG) provides a freely available web portal that allows neuroscience researchers to execute computational data analysis pipeline on high performance computing resources. Combined, the OSC and NSG platforms form an efficient, integrated framework to automatically and securely preserve and verify the integrity of the artifacts used in research workflows while using the NSG platform. This paper presents the results of the first study that integrates OSC\u2013NSG frameworks to track the provenance of neurophysiological signal data analysis to study brain network dynamics using the Neuro-Integrative Connectivity tool, which is deployed in the NSG platform.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Data Sharing", + "Metadata", + "Neuroscience", + "Data Security" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Metadata standards, Reasons not to share: Privacy and security considerations", + "doi": "10.1093/database/baae023", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/towards-inclusive-funding-practices-for.md b/content/curated_resources/towards-inclusive-funding-practices-for.md new file mode 100644 index 00000000000..962e07a6245 --- /dev/null +++ b/content/curated_resources/towards-inclusive-funding-practices-for.md @@ -0,0 +1,38 @@ +{ + "timestamp": "11/2/2020 11:13:04", + "title": "Towards inclusive funding practices for early career researchers", + "link_to_resource": "https://osf.io/9sfm8/", + "creators": [ + "Charlotte de Winde" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Securing research funding is a challenge faced by most scientists in academic institutions worldwide. Funding success rates for all career stages are low, but the burden falls most heavily on early career researchers (ECRs) - young investigators in training and new principal investigators - who have a shorter track record and are dependent on funding to establish their academic career. The low number of career development awards and the lack of sustained research funding results in the loss of ECR talent in academia. Several steps in the current funding process, from grant conditions to the review process, play significant roles in the distribution of funds. Furthermore, there is an imbalance among certain research disciplines and labs of influential researchers that receive more funding. As a group of ECRs with global representation, we examined funding practices, barriers, facilitators, and alternatives to the current funding systems to diversify risk or award grants on a partly random basis. Based on our discussions, research, and collective opinions, we detail recommendations for funding agencies and grant reviewers to improve ECR funding prospects worldwide and promote a fairer and more inclusive funding landscape for ECRs.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Funding" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/towards-inclusive-mentoring-in-academic.md b/content/curated_resources/towards-inclusive-mentoring-in-academic.md new file mode 100644 index 00000000000..57180604dfb --- /dev/null +++ b/content/curated_resources/towards-inclusive-mentoring-in-academic.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/20/2025 4:42:22", + "title": "Towards inclusive mentoring in academic psychology", + "link_to_resource": "https://doi.org/10.1038/s44159-023-00180-1", + "creators": [ + "Philip Cheng" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Mentoring is a core part of training the next generation of psychologists. Recognizing how culture and social identities inform mentorship and science is essential for creating a diverse and therefore robust workforce of psychologists.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Careers", + "Culture", + "Education", + "Mentoring", + "Diversity" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Diversity in Academia, Inclusion", + "doi": "10.1038/s44159-023-00180-1", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/towards-inclusive-mentoring-in-academic_2.md b/content/curated_resources/towards-inclusive-mentoring-in-academic_2.md new file mode 100644 index 00000000000..a958bb1bfb2 --- /dev/null +++ b/content/curated_resources/towards-inclusive-mentoring-in-academic_2.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2/27/2025 6:08:41", + "title": "Towards inclusive mentoring in academic psychology", + "link_to_resource": "https://doi.org/10.1038/s44159-023-00180-1", + "creators": [ + "Philip Cheng" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Mentoring is a core part of training the next generation of psychologists. Recognizing how culture and social identities inform mentorship and science is essential for creating a diverse and therefore robust workforce of psychologists.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Careers", + "Culture", + "Education" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Inclusion, Diversity in Academia", + "doi": "10.1038/s44159-023-00180-1", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/towards-reproducible-radiomics-research.md b/content/curated_resources/towards-reproducible-radiomics-research.md new file mode 100644 index 00000000000..db1325db337 --- /dev/null +++ b/content/curated_resources/towards-reproducible-radiomics-research.md @@ -0,0 +1,46 @@ +{ + "timestamp": "8/18/2023 12:23:35", + "title": "Towards reproducible radiomics research: introduction of a database for radiomics studies", + "link_to_resource": "https://doi.org/10.1007/s00330-023-10095-3", + "creators": [ + "Tugba Akinci D\u2019Antonoli", + "Renato Cuocolo", + "Bettina Baessler & Daniel Pinto dos Santos" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Objectives\nTo investigate the model-, code-, and data-sharing practices in the current radiomics research landscape and to introduce a radiomics research database.\n\nMethods\nA total of 1254 articles published between January 1, 2021, and December 31, 2022, in leading radiology journals (European Radiology, European Journal of Radiology, Radiology, Radiology: Artificial Intelligence, Radiology: Cardiothoracic Imaging, Radiology: Imaging Cancer) were retrospectively screened, and 257 original research articles were included in this study. The categorical variables were compared using Fisher\u2019s exact tests or chi-square test and numerical variables using Student\u2019s t test with relation to the year of publication.\n\nResults\nHalf of the articles (128 of 257) shared the model by either including the final model formula or reporting the coefficients of selected radiomics features. A total of 73 (28%) models were validated on an external independent dataset. Only 16 (6%) articles shared the data or used publicly available open datasets. Similarly, only 20 (7%) of the articles shared the code. A total of 7 (3%) articles both shared code and data. All collected data in this study is presented in a radiomics research database (RadBase) and could be accessed at https://github.com/EuSoMII/RadBase.\n\nConclusion\nAccording to the results of this study, the majority of published radiomics models were not technically reproducible since they shared neither model nor code and data. There is still room for improvement in carrying out reproducible and open research in the field of radiomics.\n\nClinical relevance statement\nTo date, the reproducibility of radiomics research and open science practices within the radiomics research community are still very low. Ensuring reproducible radiomics research with model-, code-, and data-sharing practices will facilitate faster clinical translation.\n\nKey Points\n\u2022 There is a discrepancy between the number of published radiomics papers and the clinical implementation of these published radiomics models.\n\n\u2022 The main obstacle to clinical implementation is the lack of model-, code-, and data-sharing practices.\n\n\u2022 In order to translate radiomics research into clinical practice, the radiomics research community should adopt open science practices.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Multiomics", + "Radiomics", + "Artificial intelligence", + "Reproducibility of results" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Computational reproducibility, Repositories", + "doi": "10.1007/s00330-023-10095-3", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/tracking-replicability-as-a-method-of-po.md b/content/curated_resources/tracking-replicability-as-a-method-of-po.md new file mode 100644 index 00000000000..8b0bc1fae0d --- /dev/null +++ b/content/curated_resources/tracking-replicability-as-a-method-of-po.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-06-03T20:53:58.304Z", + "title": "Tracking replicability as a method of post-publication open evaluation", + "link_to_resource": "https://doi.org/10.3389/fncom.2012.00008", + "creators": [ + "Hartshorne", + "J. K.", + "& Schachner", + "A." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Recent reports have suggested that many published results are unreliable. To increase the reliability and accuracy of published papers, multiple changes have been proposed, such as changes in statistical methods. We support such reforms. However, we believe that the incentive structure of scientific publishing must change for such reforms to be successful. Under the current system, the quality of individual scientists is judged on the basis of their number of publications and citations, with journals similarly judged via numbers of citations. Neither of these measures takes into account the replicability of the published findings, as false or controversial results are often particularly widely cited. We propose tracking replications as a means of post-publication evaluation, both to help researchers identify reliable findings and to incentivize the publication of reliable results. Tracking replications requires a database linking published studies that replicate one another. As any such database is limited by the number of replication attempts published, we propose establishing an open-access journal dedicated to publishing replication attempts. Data quality of both the database and the affiliated journal would be ensured through a combination of crowd-sourcing and peer review. As reports in the database are aggregated, ultimately it will be possible to calculate replicability scores, which may be used alongside citation counts to evaluate the quality of work published in individual journals. In this paper, we lay out a detailed description of how this system could be implemented, including mechanisms for compiling the information, ensuring data quality, and incentivizing the research community to participate.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.3389/fncom.2012.00008", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/trainer-space-for-the-introduction-to-op.md b/content/curated_resources/trainer-space-for-the-introduction-to-op.md new file mode 100644 index 00000000000..c20bd08c833 --- /dev/null +++ b/content/curated_resources/trainer-space-for-the-introduction-to-op.md @@ -0,0 +1,50 @@ +{ + "timestamp": "01/01/2020", + "title": "Trainer Space for the Introduction to Open and Reproducible Research Workshop", + "link_to_resource": "https://osf.io/qsb2c/", + "creators": [ + "Courtney K. Soderberg", + "Ian Sullivan", + "Jennifer Freeman Smith", + "Jolene Esposito", + "Matthew Spitzer", + "Natalie Meyers" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Central location housing curriculum materials and planning tools for trainers of the COS Introduction to Open and Reproducible Research workshop.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Education", + "Librarians", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Research Integrity", + "forrt_sub_clusters": "Education and Training in Research Integrity", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/transdisciplinary-global-health-challeng.md b/content/curated_resources/transdisciplinary-global-health-challeng.md new file mode 100644 index 00000000000..3cf599588d2 --- /dev/null +++ b/content/curated_resources/transdisciplinary-global-health-challeng.md @@ -0,0 +1,49 @@ +{ + "timestamp": "7/16/2025 3:08:27", + "title": "Transdisciplinary Global Health Challenge (TGHC) - a transdisciplinary community engagement project to foster Open Science practices with marginalized communities", + "link_to_resource": "https://openresearch.amsterdam/en/page/88148/transdisciplinary-global-health-challenge", + "creators": [ + "Sarju Sing Rai", + "Jeroen Meulenbrugge", + "Amber Mers", + "Manon Gerber", + "Fleur Alards & Marjolein Zweekhorst" + ], + "material_type": [ + "Module", + "Reading", + "Unit of Study" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The Transdisciplinary Global Health Challenge (TGHC) is an educational module, implemented within the Global Health minor programme at the Vrije Universiteit Amsterdam. In this module, students from diverse disciplinary backgrounds work together with community partners to address local and global health issues. The TGHC has a focus on social justice within global health research and includes projects with marginalized communities to co-create knowledge and effectuate positive change within the communities. This module helps students to develop transdisciplinary skills, understand the importance of perspective integration and cocreation, whilst simultaneously addressing real-world health issues together with communities/community partners.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "Academic Structures and Institutions, Ways of Working", + "forrt_sub_clusters": "Participatory research, Socially Responsible Research, Research with students (under- and graduate)", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/transform-to-open-science.md b/content/curated_resources/transform-to-open-science.md new file mode 100644 index 00000000000..9d4e1742ef8 --- /dev/null +++ b/content/curated_resources/transform-to-open-science.md @@ -0,0 +1,45 @@ +{ + "timestamp": "4/17/2026 9:48:59", + "title": "Transform to Open Science", + "link_to_resource": "https://forrt.org/Transform-to-Open-Science-Book/", + "creators": [ + "FORRT (Framework for Open and Reproducible Research Training)" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The United States government defines open science as \u201cthe principle and practice of making research products and processes available to all, while respecting diverse cultures, maintaining security and privacy, and fostering collaborations, reproducibility, and equity.\u201d\n\nThey believe that open science\u2014-opening up the scientific process from idea inception to result\u2014-increases access to knowledge and expands opportunities for participation. Sharing the data, code, results, and knowledge associated with the scientific process enables more inclusive, diverse and equitable participation in science, while also leading to more transparent, replicable, and reproducible results. But achieving this openness requires changing how we work, to help us move forward together.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Open Science", + "Reproducibility", + "Transparency", + "Preregistration", + "Open Data", + "" + ], + "forrt_clusters_new": "", + "forrt_sub_clusters": "", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/transparency-and-open-science-symposium.md b/content/curated_resources/transparency-and-open-science-symposium.md new file mode 100644 index 00000000000..774eebdf9ae --- /dev/null +++ b/content/curated_resources/transparency-and-open-science-symposium.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Transparency and Open Science Symposium GSA 2019", + "link_to_resource": "https://osf.io/b5t8j/", + "creators": [ + "Eileen K Graham", + "Gabrielle N", + "Jennifer Lodi-smith", + "Kendra Leigh Seaman", + "Rita M" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The past decade has seen rapid growth in conversations around and progress towards fostering a more transparent, open, and cumulative science. Best practices are being codified and established across fields relevant to gerontology from cancer science to psychological science. Many of the areas currently under development are of particular relevance to gerontologists such as best practices in balancing open science with participant confidentiality or best practices for preregistering archival, longitudinal data analysis. The present panel showcases one of the particular strengths of the open science movement - the contribution that early career researchers are making to these ongoing conversations on best practices. Early career researchers have the opportunity to blend their expertise with technology, their knowledge of their disciplines, and their vision for the future in shaping these conversations. In this panel, three early career researchers share their insights. Pfund presents an introduction to preregistration and the value of preregistration from the perspective of \u201cgrowing up\u201d within the open science movement. Seaman discusses efforts in and tools for transparency and reproducibility in neuroimaging of aging research. Ludwig introduces the idea of registered reports as a particularly useful form of publication for researchers who use longitudinal methods and/or those who work with hard-to-access samples. The symposium will include time for the audience to engage the panel in questions and discussion about current efforts in and future directions for transparent, open, and cumulative science efforts in gerontology.", + "language": [ + "English" + ], + "conditions_of_use": "public-domain", + "primary_user": [ + "" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Aging", + "Aging Science", + "Gerontology", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Ethical considerations for improved practices", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/transparency-of-chi-research-artifacts-r.md b/content/curated_resources/transparency-of-chi-research-artifacts-r.md new file mode 100644 index 00000000000..3ee9e24dfe6 --- /dev/null +++ b/content/curated_resources/transparency-of-chi-research-artifacts-r.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "Transparency of CHI Research Artifacts: Results of a Self-Reported Survey", + "link_to_resource": "https://osf.io/3bu6t/", + "creators": [ + "Chatchavan Wacharamanotham", + "Florian Echtler", + "Lukas Eisenring", + "Steve Haroz" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Several fields of science are experiencing a \"replication crisis\" that has negatively impacted their credibility. Assessing the validity of a contribution via replicability of its experimental evidence and reproducibility of its analyses requires access to relevant study materials, data, and code. Failing to share them limits the ability to scrutinize or build-upon the research, ultimately hindering scientific progress.Understanding how the diverse research artifacts in HCI impact sharing can help produce informed recommendations for individual researchers and policy-makers in HCI. Therefore, we surveyed authors of CHI 2018\u00e2\u20ac\u201c2019 papers, asking if they share their papers' research materials and data, how they share them, and why they do not. The results (N = 460/1356, 34% response rate) show that sharing is uncommon, partly due to misunderstandings about the purpose of sharing and reliable hosting. We conclude with recommendations for fostering open research practices.This paper and all data and materials are freely available at https://osf.io/csy8q", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Reproducibility" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/transparency-replicability-and-discovery.md b/content/curated_resources/transparency-replicability-and-discovery.md new file mode 100644 index 00000000000..e76b1d3fe87 --- /dev/null +++ b/content/curated_resources/transparency-replicability-and-discovery.md @@ -0,0 +1,47 @@ +{ + "timestamp": "10/27/2023 10:48:36", + "title": "Transparency, replicability, and discovery in cognitive aging research: A computational modeling approach", + "link_to_resource": "https://doi.org/10.1037/pag0000665", + "creators": [ + "Kevin P. Darby", + "Per B. Sederberg" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Healthy aging is associated with deficits in performance on episodic memory tasks. Popular verbal theories of the mechanisms underlying this decrement have primarily focused on inferred changes in associative memory. However, performance on any task is the result of interactions between different neurocognitive mechanisms, such as perceptuomotor, memory, and decision-making processes. As a result, age-related differences in performance could arise from multiple processes, which could lead to incomplete or incorrect conclusions about the sources of aging effects. In addition, standard statistical comparisons of group-level summary statistics, such as mean accuracy, may not provide sufficient information to allow detailed mechanistic explanations of age-related change. We argue that these and other drawbacks of relying exclusively on verbal theories can hamper replicability, transparency, and scientific progress in aging research and psychological science more generally, and that computational modeling is a tool that can address many of these limitations. Computational models make mathematically transparent claims about how latent processes give rise to observed behavior and decompose an individual\u2019s performance into model parameters governing hypothesized mechanisms. In this work, we present a short memory task designed for and analyzed with mechanistic model-based approaches. We provide an example of a computational model and fit the model to data from young and older adults with hierarchical Bayesian techniques in order to (a) detect differences in latent cognitive processes between young and older adults (as well as individual participants), (b) quantitatively compare models to assess different processes that could underlie performance, and (c) simulate data to make predictions for future experiments based on model mechanisms. We argue that computational modeling is a powerful tool to examine age differences in latent processes, make theories more transparent, and facilitate discovery in cognitive aging research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses" + ], + "tags": [ + "Transparency", + "Replicability", + "Discovery", + "Cognitive Aging", + "Computational Modeling" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "10.1037/pag0000665", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/transparent-and-open-social-science-rese.md b/content/curated_resources/transparent-and-open-social-science-rese.md new file mode 100644 index 00000000000..7c97f203f78 --- /dev/null +++ b/content/curated_resources/transparent-and-open-social-science-rese.md @@ -0,0 +1,49 @@ +{ + "timestamp": "2020-05-15T13:07:53.560Z", + "title": "Transparent and Open Social Science Research course", + "link_to_resource": "https://www.bitss.org/mooc-parent-page/", + "creators": [ + "Berkeley Initiative for Transparency in the Social Sciences" + ], + "material_type": [ + "Full Course", + "Lecture", + "Module", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Demand is growing for evidence-based policy making, but there is also growing recognition in the social science community that limited transparency and openness in research have contributed to widespread problems. With this course, you can explore the causes of limited transparency in social science research, as well as tools to make your own work more open and reproducible.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Course", + "Video", + "Reproducibility Knowledge" + ], + "forrt_clusters_new": "Pre-analysis Planning, Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility, Purpose of pre-analysis planning", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/transparent-reproducible-and-open-scienc.md b/content/curated_resources/transparent-reproducible-and-open-scienc.md new file mode 100644 index 00000000000..d16c035f9aa --- /dev/null +++ b/content/curated_resources/transparent-reproducible-and-open-scienc.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "Transparent, Reproducible, and Open Science Practices of Published Literature in Dermatology Journals: Cross-Sectional Analysis", + "link_to_resource": "https://derma.jmir.org/2019/1/e16078/", + "creators": [ + "Andrew Niemann", + "Austin L. Johnson", + "Courtney Cook", + "Daniel Tritz", + "J. Michael Anderson", + "Matt Vassar" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Background: Reproducible research is a foundational component for scientific advancements, yet little is known regarding the extent of reproducible research within the dermatology literature. Objective: This study aimed to determine the quality and transparency of the literature in dermatology journals by evaluating for the presence of 8 indicators of reproducible and transparent research practices. Methods: By implementing a cross-sectional study design, we conducted an advanced search of publications in dermatology journals from the National Library of Medicine catalog. Our search included articles published between January 1, 2014, and December 31, 2018. After generating a list of eligible dermatology publications, we then searched for full text PDF versions by using Open Access Button, Google Scholar, and PubMed. Publications were analyzed for 8 indicators of reproducibility and transparency\u2014availability of materials, data, analysis scripts, protocol, preregistration, conflict of interest statement, funding statement, and open access\u2014using a pilot-tested Google Form. Results: After exclusion, 127 studies with empirical data were included in our analysis. Certain indicators were more poorly reported than others. We found that most publications (113, 88.9%) did not provide unmodified, raw data used to make computations, 124 (97.6%) failed to make the complete protocol available, and 126 (99.2%) did not include step-by-step analysis scripts. Conclusions: Our sample of studies published in dermatology journals do not appear to include sufficient detail to be accurately and successfully reproduced in their entirety. Solutions to increase the quality, reproducibility, and transparency of dermatology research are warranted. More robust reporting of key methodological details, open data sharing, and stricter standards journals impose on authors regarding disclosure of study materials might help to better the climate of reproducible research in dermatology. [JMIR Dermatol 2019;2(1):e16078]", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing", + "Biology", + "Genetics" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Dermatology", + "Reproducibility" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/transparent-science-a-more-credible-repr.md b/content/curated_resources/transparent-science-a-more-credible-repr.md new file mode 100644 index 00000000000..3e1b529cade --- /dev/null +++ b/content/curated_resources/transparent-science-a-more-credible-repr.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-09T16:19:09.067Z", + "title": "Transparent science: A more credible, reproducible, and publishable way to do science", + "link_to_resource": "https://psyarxiv.com/7wkdn/", + "creators": [ + "David Mellor", + "Simine Vazire and D. Lindsay" + ], + "material_type": [ + "Primary Source", + "Reading", + "Chapter" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This is an exciting time to be a psychological scientist. There is a major new movement that seeks to promote the credibility and replicability of psychological research by enhancing its transparency, with scholarly societies promoting the principles (http://www.psychologicalscience.org/publications/open-science) and groups formed specifically to advance that mission (see http://improvingpsych.org/ and https://cos.io for two examples). While relatively low rates of replicability among scientific findings (Begley & Ellis, 2012; OSC, 2015; Chang & Li 2015) inspired the existence of these groups, in this chapter we describe how striving to maximize transparency in your research can benefit both science and your career.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/trial-publication-after-registration-in.md b/content/curated_resources/trial-publication-after-registration-in.md new file mode 100644 index 00000000000..5cf971a100d --- /dev/null +++ b/content/curated_resources/trial-publication-after-registration-in.md @@ -0,0 +1,52 @@ +{ + "timestamp": "12/13/2023 15:27:54", + "title": "Trial Publication after Registration in ClinicalTrials.Gov: A Cross-Sectional Analysis", + "link_to_resource": "https://doi.org/10.1371/journal.pmed.1000144", + "creators": [ + "Joseph S. Ross", + "Gregory K. Mulvey", + "Elizabeth M. Hines", + "Steven E. Nissen", + "Harlan M. Krumholz" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Background\nClinicalTrials.gov is a publicly accessible, Internet-based registry of clinical trials managed by the US National Library of Medicine that has the potential to address selective trial publication. Our objectives were to examine completeness of registration within ClinicalTrials.gov and to determine the extent and correlates of selective publication.\n\nMethods and Findings\nWe examined reporting of registration information among a cross-section of trials that had been registered at ClinicalTrials.gov after December 31, 1999 and updated as having been completed by June 8, 2007, excluding phase I trials. We then determined publication status among a random 10% subsample by searching MEDLINE using a systematic protocol, after excluding trials completed after December 31, 2005 to allow at least 2 y for publication following completion. Among the full sample of completed trials (n\u200a=\u200a7,515), nearly 100% reported all data elements mandated by ClinicalTrials.gov, such as intervention and sponsorship. Optional data element reporting varied, with 53% reporting trial end date, 66% reporting primary outcome, and 87% reporting trial start date. Among the 10% subsample, less than half (311 of 677, 46%) of trials were published, among which 96 (31%) provided a citation within ClinicalTrials.gov of a publication describing trial results. Trials primarily sponsored by industry (40%, 144 of 357) were less likely to be published when compared with nonindustry/nongovernment sponsored trials (56%, 110 of 198; p<0.001), but there was no significant difference when compared with government sponsored trials (47%, 57 of 122; p\u200a=\u200a0.22). Among trials that reported an end date, 75 of 123 (61%) completed prior to 2004, 50 of 96 (52%) completed during 2004, and 62 of 149 (42%) completed during 2005 were published (p\u200a=\u200a0.006).\n\nConclusions\nReporting of optional data elements varied and publication rates among completed trials registered within ClinicalTrials.gov were low. Without greater attention to reporting of all data elements, the potential for ClinicalTrials.gov to address selective publication of clinical trials will be limited.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Clinical Trials", + "Citation Analysis", + "Lung and Intrathoracic Tumors", + "United States", + "Phase I Clinical Investigation", + "Safety Studies", + "Drug Administration", + "Medical Journals" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1371/journal.pmed.1000144", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/trial-registration-10-years-on.md b/content/curated_resources/trial-registration-10-years-on.md new file mode 100644 index 00000000000..f32a750d663 --- /dev/null +++ b/content/curated_resources/trial-registration-10-years-on.md @@ -0,0 +1,44 @@ +{ + "timestamp": "12/14/2023 9:15:20", + "title": "Trial registration 10 years on", + "link_to_resource": "https://doi.org/10.1136/bmj.h3572", + "creators": [ + "Wim E J Weber", + "Jos\u00e9 G Merino", + "Elizabeth Loder" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This month marks the tenth anniversary of the landmark decision by the International Committee of Medical Journal Editors to make journals require \u201cregistration of any clinical trials in a public trials registry at or before the time of first patient enrolment as a condition of consideration for publication.\u201d", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Clinical Research", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1136/bmj.h3572", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/trust-your-science-open-your-data-and-co.md b/content/curated_resources/trust-your-science-open-your-data-and-co.md new file mode 100644 index 00000000000..68e6bfd5449 --- /dev/null +++ b/content/curated_resources/trust-your-science-open-your-data-and-co.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-09T16:21:23.599Z", + "title": "Trust your science? Open your data and code.", + "link_to_resource": "https://stodden.net/papers/TrustYourScience-STODDEN.pdf", + "creators": [ + "Victoria Stodden" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A paper about Open Your Data and Code", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/turtle-and-hare-workshops-exchanging-sof.md b/content/curated_resources/turtle-and-hare-workshops-exchanging-sof.md new file mode 100644 index 00000000000..49da069a74c --- /dev/null +++ b/content/curated_resources/turtle-and-hare-workshops-exchanging-sof.md @@ -0,0 +1,45 @@ +{ + "timestamp": "7/16/2025 4:13:43", + "title": "Turtle and Hare Workshops: Exchanging software skills from beginner to experienced", + "link_to_resource": "https://scipost.org/JRobustRep.0-Editorial", + "creators": [ + "Nina Ehmann" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Scientific findings often hinge on a single, opaque set of analytical decisions, obscuring how alternative approaches might affect results. The Journal of Robustness Reports (JRR) directly tackles this issue. As a new Diamond Open Access journal, it publishes short, rigorous re-analyses of high-impact studies to explore the robustness of their conclusions. By transparently showing how sensitive results are to different analytical choices, JRR enhances the trustworthiness, transparency, and accessibility of scientific research. It promotes a culture of openness and critical reflection, empowering researchers and the public to better understand the stability of scientific evidence.\n\n", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researchers" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Exploratory and confirmatory analyses", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/tutorial-r-code-for-creating-funnel-fore.md b/content/curated_resources/tutorial-r-code-for-creating-funnel-fore.md new file mode 100644 index 00000000000..042fb167bc6 --- /dev/null +++ b/content/curated_resources/tutorial-r-code-for-creating-funnel-fore.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-11T11:26:11.166Z", + "title": "Tutorial/R code for creating funnel/forest plots", + "link_to_resource": "https://sakaluk.wordpress.com/2016/02/16/7-make-it-pretty-plots-for-meta-analysis/", + "creators": [ + "John K. Sakaluk" + ], + "material_type": [ + "Reading", + "R code" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Meta-analyses are often accompanied by two popular forms of data visualization: forest plots and funnel plots. In this post, I\u2019ll show how quick-and-dirty forest and funnel plots can be created with the metafor package. After, I\u2019ll show how we can instead use the ggplot2 package to create forest plots and use the ggplot2 package to create funnel plots, so that we can have pretty plots that are easy to change/stylize, and that can be produced regardless of which meta-analysis package for R that you elect to use.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog", + "Tutorial" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/tutorial-r-code-for-creating-plots-for-2.md b/content/curated_resources/tutorial-r-code-for-creating-plots-for-2.md new file mode 100644 index 00000000000..0ebf9dbbefa --- /dev/null +++ b/content/curated_resources/tutorial-r-code-for-creating-plots-for-2.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-11T11:28:42.584Z", + "title": "Tutorial/R code for creating plots for 2-way interactions", + "link_to_resource": "https://sakaluk.wordpress.com/2015/08/27/6-make-it-pretty-plotting-2-way-interactions-with-ggplot2/", + "creators": [ + "John K. Sakaluk" + ], + "material_type": [ + "Reading", + "R code" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "ggplot2, as I\u2019ve already made clear, is one of my favourite packages for R. And since that original post about ggplot2 remains one of my most frequently visited, I thought I would proceed with starting a series of posts called \u201cMake It Pretty\u201d, all about sharing ways of visualizing data that I think are attractive/effective/comprehensive. So with this inaugural MIP post, I will be covering how to plot 2-way interactions using ggplot2. 2-way interactions can come in one of three general forms, and I will be providing code for plotting each. This will be a pretty lengthy post (lots of code/explanation), so if you\u2019re only interested in learning how to plot a particular form, just click the the one below. Oh, and each uses an APA format theme that I\u2019ve shared before, but just click here to quickly flip to the code if you need it.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog", + "Tutorial" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/tutorial-r-code-for-creating-scree-paral.md b/content/curated_resources/tutorial-r-code-for-creating-scree-paral.md new file mode 100644 index 00000000000..bd67b8709a3 --- /dev/null +++ b/content/curated_resources/tutorial-r-code-for-creating-scree-paral.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-05-11T11:24:04.657Z", + "title": "Tutorial/R code for creating scree/parallel analysis plots", + "link_to_resource": "https://sakaluk.wordpress.com/2016/05/26/11-make-it-pretty-scree-plots-and-parallel-analysis-using-psych-and-ggplot2/", + "creators": [ + "John K Sakaluk" + ], + "material_type": [ + "Reading", + "R code" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "With this post, I\u2019m going to be showing how you can use the psych package in conjunction with ggplot2 in order to create a prettier scree plot with parallel analysis\u2013a very useful visualization when conducting exploratory factor analysis.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog", + "Tutorial" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Exploratory and confirmatory analyses", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/two-years-later-journals-are-not-yet-enf.md b/content/curated_resources/two-years-later-journals-are-not-yet-enf.md new file mode 100644 index 00000000000..dad52703c48 --- /dev/null +++ b/content/curated_resources/two-years-later-journals-are-not-yet-enf.md @@ -0,0 +1,54 @@ +{ + "timestamp": "01/01/2020", + "title": "Two Years Later: Journals Are Not Yet Enforcing the ARRIVE Guidelines on Reporting Standards for Pre-Clinical Animal Studies", + "link_to_resource": "https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.1001756", + "creators": [ + "Ana Sottomayor", + "David Baker", + "Katie Lidster", + "Sandra Amor" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "A study by David Baker and colleagues reveals poor quality of reporting in pre-clinical animal research and a failure of journals to implement the ARRIVE guidelines. There is growing concern that poor experimental design and lack of transparent reporting contribute to the frequent failure of pre-clinical animal studies to translate into treatments for human disease. In 2010, the Animal Research: Reporting of In Vivo Experiments (ARRIVE) guidelines were introduced to help improve reporting standards. They were published in PLOS Biology and endorsed by funding agencies and publishers and their journals, including PLOS, Nature research journals, and other top-tier journals. Yet our analysis of papers published in PLOS and Nature journals indicates that there has been very little improvement in reporting standards since then. This suggests that authors, referees, and editors generally are ignoring guidelines, and the editorial endorsement is yet to be effectively implemented.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing", + "Life Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Animal Models", + "Animal Studies", + "Data", + "Experimental Design", + "Publication Ethics", + "Publishing", + "Research Laboratories", + "Research Reporting Guidelines", + "Scientific Publishing", + "Statistical Data", + "Statistics" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1371/journal.pbio.1001756", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/type-i-error-rates-are-not-usually-infla.md b/content/curated_resources/type-i-error-rates-are-not-usually-infla.md new file mode 100644 index 00000000000..45f00be7433 --- /dev/null +++ b/content/curated_resources/type-i-error-rates-are-not-usually-infla.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/27/2025 4:34:24", + "title": "Type I Error Rates are Not Usually Inflated", + "link_to_resource": "https://doi.org/10.36850/4d35-44bd", + "creators": [ + "Mark Rubin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "The inflation of Type I error rates is thought to be one of the causes of the replication crisis. Questionable research practices such as p-hacking are thought to inflate Type I error rates above their nominal level, leading to unexpectedly high levels of false positives in the literature and, consequently, unexpectedly low replication rates. In this article, I offer an alternative view. I argue that questionable and other research practices do not usually inflate relevant Type I error rates. I begin by introducing the concept of Type I error rates and distinguishing between statistical errors and theoretical errors. I then illustrate my argument with respect to model misspecification, multiple testing, selective inference, forking paths, exploratory analyses, p-hacking, optional stopping, double dipping, and HARKing. In each case, I demonstrate that relevant Type I error rates are not usually inflated above their nominal level, and in the rare cases that they are, the inflation is easily identified and resolved. I conclude that the replication crisis may be explained, at least in part, by researchers\u2019 misinterpretation of statistical errors and their underestimation of theoretical errors.\n\n", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "False Positives", + "Questionable Research Practices", + "Replication Crisis", + "Significance Testing", + "Type I Error Rate Inflation" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.36850/4d35-44bd", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git "a/content/curated_resources/t\303\263picos-especiais-em-biotecnologia-plane.md" "b/content/curated_resources/t\303\263picos-especiais-em-biotecnologia-plane.md" new file mode 100644 index 00000000000..6bdac0e5fc7 --- /dev/null +++ "b/content/curated_resources/t\303\263picos-especiais-em-biotecnologia-plane.md" @@ -0,0 +1,44 @@ +{ + "timestamp": "10/14/2021 13:27:12", + "title": "T\u00f3picos Especiais em Biotecnologia: Planejamento e Otimiza\u00e7\u00e3o de Experimentos", + "link_to_resource": "https://osf.io/qc2w4/", + "creators": [ + "Caio Maximino and Monica Gomes Lima-Maximino" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A crise de confian\u00e7a na ci\u00eancia. Pr\u00e1ticas e condutas question\u00e1veis na pesquisa. Delineamento experimental adequado. Defini\u00e7\u00e3o de vari\u00e1veis. Armadilhas \u00e0 validade. C\u00e1lculo amostral. Transpar\u00eancia na pesquisa. Pr\u00e9-registro. Dados e c\u00f3digo aberto.", + "language": [ + "Portuguese" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Pre-analysis Planning, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Study Design, Questionable research practices & their prevalence, Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ukrn-open-research-primers.md b/content/curated_resources/ukrn-open-research-primers.md new file mode 100644 index 00000000000..6b28637d40d --- /dev/null +++ b/content/curated_resources/ukrn-open-research-primers.md @@ -0,0 +1,37 @@ +{ + "timestamp": "01/01/2020", + "title": "UKRN Open Research Primers", + "link_to_resource": "https://www.ukrn.org/primers/", + "creators": [ + "UKRN" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Open Research Action Plan, Data Sharing, Open Access, Open Code & Software, Open Resarch Awards, Preprints, Preregistration & Registered Reports", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Research" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ukrn.md b/content/curated_resources/ukrn.md new file mode 100644 index 00000000000..b457e868e1e --- /dev/null +++ b/content/curated_resources/ukrn.md @@ -0,0 +1,44 @@ +{ + "timestamp": "01/01/2020", + "title": "UKRN", + "link_to_resource": "https://www.ukrn.org/", + "creators": [ + "Emma Henderson", + "Jackie Thompson" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The UKRN primer series is designed to introduce a broad audience to important topics in open and reproducible scholarship. Each primer includes an overview of the topic in the introductory \u201cWhat?\u201d section, reasons for undertaking these practices in the \u201cWhy?\u201d section, followed by a longer \u201cHow?\u201d section that provides guidance on how to do that open research behaviour practically. Throughout the primers there are embedded explanatory weblinks, and at the end of each is a collated list of links to useful further resources.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility", + "Research Administration", + "Researchers" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/ulysses-pact-or-ulysses-raft-using-pre-a.md b/content/curated_resources/ulysses-pact-or-ulysses-raft-using-pre-a.md new file mode 100644 index 00000000000..eac2574aec1 --- /dev/null +++ b/content/curated_resources/ulysses-pact-or-ulysses-raft-using-pre-a.md @@ -0,0 +1,47 @@ +{ + "timestamp": "10/30/2023 12:56:47", + "title": "Ulysses' pact or Ulysses' raft: Using pre-analysis plans in experimental and nonexperimental research", + "link_to_resource": "https://doi.org/10.1002/aepp.13133", + "creators": [ + "Sarah A. Janzen", + "Jeffrey D. Michler" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Economists have recently adopted pre-analysis plans in response to concerns about robustness and transparency in research. The increased use of registered pre-analysis plans has raised competing concerns that detailed plans are costly to create, overly restrictive, and limit the type of inspiration that stems from exploratory analysis. We consider these competing views of pre-analysis plans, and make a careful distinction between the roles of pre-analysis plans and registries, which provide a record of all planned research. We propose a flexible \u201cpackraft\u201d pre-analysis plan approach that offers benefits for a wide variety of experimental and nonexperimental applications in applied economics.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Hypothesis Registry", + "Pre-Analysis Plan", + "Preregistration", + "Research Ethics", + "Transparency" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "10.1002/aepp.13133", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/uncertainty-is-science-s-superpower-make.md b/content/curated_resources/uncertainty-is-science-s-superpower-make.md new file mode 100644 index 00000000000..beb0c014bf0 --- /dev/null +++ b/content/curated_resources/uncertainty-is-science-s-superpower-make.md @@ -0,0 +1,42 @@ +{ + "timestamp": "1/12/2025 10:19:31", + "title": "Uncertainty Is Science\u2019s Superpower. Make It Yours, Too", + "link_to_resource": "https://www.scientificamerican.com/podcast/episode/uncertainty-is-sciences-super-power-make-it-yours-too/", + "creators": [ + "Christie Aschwanden", + "Jeffery Delvisco" + ], + "material_type": [ + "Podcast and transcript" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Inspiration, creativity, discovery\u2014all of these things start from a place of not knowing, and these researchers know how to navigate those uncertainties.\u200b", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Uncertainty", + "Science", + "Researchers" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Objectivity in Research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/underreporting-in-psychology-experiments.md b/content/curated_resources/underreporting-in-psychology-experiments.md new file mode 100644 index 00000000000..fc402ebde73 --- /dev/null +++ b/content/curated_resources/underreporting-in-psychology-experiments.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-06-03T20:06:39.357Z", + "title": "Underreporting in Psychology Experiments: Evidence from a Study Registry. ", + "link_to_resource": "https://doi.org/10.1177/1948550615598377", + "creators": [ + "Annie Franco", + "Neil Malhotra", + "and Gabor Simonovits" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Many scholars have raised concerns about the credibility of empirical findings in psychology, arguing that the proportion of false positives reported in the published literature dramatically exceeds the rate implied by standard significance levels. A major contributor of false positives is the practice of reporting a subset of the potentially relevant statistical analyses pertaining to a research project. This study is the first to provide direct evidence of selective underreporting in psychology experiments. To overcome the problem that the complete experimental design and full set of measured variables are not accessible for most published research, we identify a population of published psychology experiments from a competitive grant program for which questionnaires and data are made publicly available because of an institutional rule. We find that about 40% of studies fail to fully report all experimental conditions and about 70% of studies do not report all outcome variables included in the questionnaire. Reported effect sizes are about twice as large as unreported effect sizes and are about 3 times more likely to be statistically significant.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Meta-research", + "doi": "10.1177/1948550615598377", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/understanding-bayes-a-look-at-the-likeli.md b/content/curated_resources/understanding-bayes-a-look-at-the-likeli.md new file mode 100644 index 00000000000..fe360c77169 --- /dev/null +++ b/content/curated_resources/understanding-bayes-a-look-at-the-likeli.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-14T10:17:42.725Z", + "title": "Understanding Bayes: A Look at the Likelihood", + "link_to_resource": "http://alexanderetz.com/2015/04/15/understanding-bayes-a-look-at-the-likelihood/", + "creators": [ + "Alexander Etz" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A blog about bayesian statistics", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/understanding-bayes-visualization-of-the.md b/content/curated_resources/understanding-bayes-visualization-of-the.md new file mode 100644 index 00000000000..21cae387e16 --- /dev/null +++ b/content/curated_resources/understanding-bayes-visualization-of-the.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-11T11:20:16.279Z", + "title": "Understanding Bayes: Visualization of the Bayes Factor", + "link_to_resource": "http://alexanderetz.com/2015/08/09/understanding-bayes-visualization-of-bf/", + "creators": [ + "Alexander Etz" + ], + "material_type": [ + "Diagram/Illustration", + "Reading", + "Student Guide", + "Teaching/Learning Strategy", + "R code" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "An abstract about Understanding Bayes and visualising Bayes Factor", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge", + "Reproducible Analyses" + ], + "tags": [ + "Blog", + "R code" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/understanding-psychology-as-a-science-an.md b/content/curated_resources/understanding-psychology-as-a-science-an.md new file mode 100644 index 00000000000..e5fc1e2e48a --- /dev/null +++ b/content/curated_resources/understanding-psychology-as-a-science-an.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-19T16:34:08.333Z", + "title": "Understanding psychology as a science: An introduction to scientific and statistical inference", + "link_to_resource": "https://www.academia.edu/40202736/Dienes_Z_2008_Understanding_psychology_as_a_science_An_introduction_to_scientific_and_statistical_inference", + "creators": [ + "Zoltan Dienes" + ], + "material_type": [ + "Textbook" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "How can we objectively define categories of truth in scientific thinking? How can we reliably measure the results of research? In this ground-breaking text, Dienes undertakes a comprehensive historical analysis of the dominant schools of thought, key theories and influential thinkers that have progressed the foundational principles and characteristics that typify scientific research methodology today. This book delivers a masterfully simple, \u2018though not simplistic\u2019, introduction to the core arguments surrounding Popper, Kuhn and Lakatos, Fisher and Royall, Neyman and Pearson and Bayes. Subsequently, this book clarifies the prevalent misconceptions that surround such theoretical perspectives in psychology today, providing an especially accessible critique for student readers. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Book" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Philosophy of science, The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/understanding-statistical-power-and-sign.md b/content/curated_resources/understanding-statistical-power-and-sign.md new file mode 100644 index 00000000000..64eb36a1961 --- /dev/null +++ b/content/curated_resources/understanding-statistical-power-and-sign.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-08T09:48:23.546Z", + "title": "Understanding Statistical Power and Significance Testing: an interactive visualization", + "link_to_resource": "http://rpsychologist.com/d3/NHST/", + "creators": [ + "Kristoffer Magnusson" + ], + "material_type": [ + "Interactive", + "Simulation", + "Student Guide", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Much has been said about significance testing \u2013 most of it negative. Methodologists constantly point out that researchers misinterpret p-values. Some say that it is at best a meaningless exercise and at worst an impediment to scientific discoveries. Consequently, I believe it is extremely important that students and researchers correctly interpret statistical tests. This visualization is meant as an aid for students when they are learning about statistical hypothesis testing. The visualization is based on a one-sample Z-test. You can vary the sample size, power, significance level and the effect size using the sliders to see how the sampling distributions change.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog", + "Interaction", + "Simulation", + "Tutorial" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/understanding-the-provenance-and-quality.md b/content/curated_resources/understanding-the-provenance-and-quality.md new file mode 100644 index 00000000000..0697a6460f5 --- /dev/null +++ b/content/curated_resources/understanding-the-provenance-and-quality.md @@ -0,0 +1,59 @@ +{ + "timestamp": "1/12/2025 9:37:53", + "title": "Understanding the provenance and qualityof methods is essential for responsible reuseof FAIR data", + "link_to_resource": "https://doi.org/10.1038/s41591-024-02879-x", + "creators": [ + "Tracey L. Weissgerber", + "Ma\u0142gorzata Anna Gazda", + "Gustav Nilsonne", + "Gerben ter Riet", + "Kelly D. Cobey", + "Julia Prie\u00df-Buchheit", + "Jorge Noro", + "Robert Schulz", + "Joeri K. Tijdink", + "Evgeny Bobrov", + "Alexandra Bannach-Brown", + "Delwen L. Franzen", + "Ugo Moschini", + "Florian Naudet", + "Ulrich Mansmann", + "Maia Salholz-Hillel", + "Anita Bandrowski & Malcolm R. Macleod" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Data availability and reusability are critical to open research. The FAIR principles provide a minimal set of guiding principles for making data findable, accessible, interoperable and reusable. Open data are not necessarily FAIR, and FAIR data are not necessarily open. Since their publication in 20161 the FAIR principles have accelerated the open data movement by inspiring activities and infrastructure development. The principles are also being adapted for other research outputs, such as software. As funders increasingly demand FAIR practices and researchers work to implement the FAIR principles, additional actions should be taken for responsible data use and reuse.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Publishing", + "Research Data" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Metadata standards, Reasons to share data and materials", + "doi": "10.1038/s41591-024-02879-x", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/understanding-the-value-of-curation-a-su.md b/content/curated_resources/understanding-the-value-of-curation-a-su.md new file mode 100644 index 00000000000..aca26851bfb --- /dev/null +++ b/content/curated_resources/understanding-the-value-of-curation-a-su.md @@ -0,0 +1,50 @@ +{ + "timestamp": "12/12/2024 10:05:51", + "title": "Understanding the value of curation: A survey of US data repository curation practices and perceptions\n", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0301171", + "creators": [ + "Lisa R. Johnston", + "Renata Curty", + "Susan M. Braxton", + "Jake Carlson", + "Hannah Hadley", + "Sophia Lafferty-Hess", + "Hoa Luong", + "Jonathan L. Petters", + "Wendy A. Kozlowski" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Data curators play an important role in assessing data quality and take actions that may ultimately lead to better, more valuable data products. This study explores the curation practices of data curators working within US-based data repositories. We performed a survey in January 2021 to benchmark the levels of curation performed by repositories and assess the perceived value and impact of curation on the data sharing process. Our analysis included 95 responses from 59 unique data repositories. Respondents primarily were professionals working within repositories and examined curation performed within a repository setting. A majority 72.6% of respondents reported that \u201cdata-level\u201d curation was performed by their repository and around half reported their repository took steps to ensure interoperability and reproducibility of their repository\u2019s datasets. Curation actions most frequently reported include checking for duplicate files, reviewing documentation, reviewing metadata, minting persistent identifiers, and checking for corrupt/broken files. The most \u201cvalue-add\u201d curation action across generalist, institutional, and disciplinary repository respondents was related to reviewing and enhancing documentation. Respondents reported high perceived impact of curation by their repositories on specific data sharing outcomes including usability, findability, understandability, and accessibility of deposited datasets; respondents associated with disciplinary repositories tended to perceive higher impact on most outcomes. Most survey participants strongly agreed that data curation by the repository adds value to the data sharing process and that it outweighs the effort and cost. We found some differences between institutional and disciplinary repositories, both in the reported frequency of specific curation actions as well as the perceived impact of data curation. Interestingly, we also found variation in the perceptions of those working within the same repository regarding the level and frequency of curation actions performed, which exemplifies the complexity of a repository curation work. Our results suggest data curation may be better understood in terms of specific curation actions and outcomes than broadly defined curation levels and that more research is needed to understand the resource implications of performing these activities. We share these results to provide a more nuanced view of curation, and how curation impacts the broader data lifecycle and data sharing behaviors.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Open Data and Materials" + ], + "tags": [ + "Biology", + "Data repository", + "Data curation" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories, Research data management", + "doi": "10.1371/journal.pone.0301171", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/unesco-recommendation-on-open-science.md b/content/curated_resources/unesco-recommendation-on-open-science.md new file mode 100644 index 00000000000..04d8d0c1f58 --- /dev/null +++ b/content/curated_resources/unesco-recommendation-on-open-science.md @@ -0,0 +1,37 @@ +{ + "timestamp": "7/2/2025 13:12:15", + "title": "UNESCO Recommendation on Open Science", + "link_to_resource": "https://en.m.wikiversity.org/wiki/UNESCO_Recommendation_on_Open_Science", + "creators": [ + "Jennifer M. Miller (UNESCO)" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This page contains an open syllabus, assignments--including interactive multiple choice self-check questions--and rubrics for a semester-long course teaching open science through the lens of the UNESCO Recommendation on Open Science. The syllabus and materials were created as part of the Open Education for a Better World (OE4BW) program. The course is designed for early career researchers, defined as advanced undergraduates through tenure track faculty. ", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Applied Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Sustainable Development Goals;" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Socially Responsible Research", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/universities-should-put-educational-mate.md b/content/curated_resources/universities-should-put-educational-mate.md new file mode 100644 index 00000000000..474774dded9 --- /dev/null +++ b/content/curated_resources/universities-should-put-educational-mate.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/6/2025 5:46:36", + "title": "Universities should put educational materials online and make them free", + "link_to_resource": "https://www.hepi.ac.uk/2023/06/19/universities-should-put-educational-materials-online-and-make-them-free/", + "creators": [ + "Richard F. Heller" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Plan E for Education is my proposal that a proportion of the educational resources generated in publicly funded universities be made freely available for sharing and use by others. This would be the educational equivalent of initiatives that require publicly funded research to be published in open access journals or platforms, characterised as Plan S.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Plan E", + "Open Educational Resources", + "Open Educational Practices" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "FAIR principles applied to Education & Training", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/unlikely-results.md b/content/curated_resources/unlikely-results.md new file mode 100644 index 00000000000..ff894ddb90d --- /dev/null +++ b/content/curated_resources/unlikely-results.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-14T11:09:05.222Z", + "title": "Unlikely Results", + "link_to_resource": "https://www.youtube.com/watch?v=TosyACdsh-g", + "creators": [ + "The Economist" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Why most published scientific research is probably false", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Video" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Philosophy of science", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/up-front-and-open-shrouded-in-secrecy-or.md b/content/curated_resources/up-front-and-open-shrouded-in-secrecy-or.md new file mode 100644 index 00000000000..f1a1befa192 --- /dev/null +++ b/content/curated_resources/up-front-and-open-shrouded-in-secrecy-or.md @@ -0,0 +1,66 @@ +{ + "timestamp": "10/23/2023 10:34:09", + "title": "Up front and open, shrouded in secrecy, or somewhere in between? A Meta Research Systematic Review of Open Science Practices in Sport Medicine Research", + "link_to_resource": "https://www.jospt.org/doi/10.2519/jospt.2023.12016", + "creators": [ + "Garrett S. Bullock", + "Patrick Ward", + "Franco M. Impellizzeri", + "Stefan Kluzek", + "Tom Hughes", + "Charles Hillman", + "Brian R. Waterman", + "Kerry Danelson", + "Kaitlin Henry", + "Emily Barr", + "Kelsey Healey", + "Anu M. R\u00e4is\u00e4nen", + "Christina Gomez", + "Garrett Fernandez", + "Jakob Wolf", + "Kristen F. Nicholson", + "Tim Sell", + "Ryan Zerega", + "Paula Dhiman", + "Richard D. Riley", + "Gary S Collins" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "OBJECTIVE: To investigate open science practices in research published in the top five sports medicine journals from 01 May 2022 and 01 October 2022.\n\nDESIGN: A meta-research systematic review\n\nLITERATURE SEARCH: Open science practices were searched in MEDLINE.\n\nSTUDY SELECTION CRITERIA: We included original scientific research published in one of the identified top-five sports medicine journals in 2022 as ranked by Clarivate ((1) British Journal of Sports Medicine, (2) Journal of Sport and Health Science, (3) American Journal of Sports Medicine, (4) Medicine Science Sport and Exercise, and (5) Sports Medicine-Open). Studies were excluded if they were systematic reviews, qualitative research, grey literature, or animal or cadaver models.\n\nDATA SYNTHESIS: Open science practices were extracted in accordance with the Transparency and Openness Promotion (TOP) guidelines and patient and public involvement (PPI).\n\nRESULTS: 243 studies were included. The median number of open science practices in each study was 2, out of a maximum of 12 (Range: 0-8; IQR: 2). 234 studies (96%, 95% CI: 94-99%) provided an author conflict of interest statement and 163 (67%, 95% CI: 62-73%) reported funding. 21 studies (9%, 95% CI: 5-12%) provided open access data. Fifty-four studies (22%, 95% CI: 17-27%) included a data availability statement and 3 (1%, 95% CI: 0-3%) made code available. Seventy-six studies (32%, 95% CI: 25-37%) had transparent materials and 30 (12%, 95% CI: 8-16) used a reporting guideline. Twenty-eight studies (12%, 95% CI: 8-16%) were pre-registered. Six studies (3%, 95% CI: 1-4%) published a protocol. Four studies (2%, 95% CI: 0-3%) reported an analysis plan a priori. Seven studies (3%, 95% CI: 1-5%) reported patient and public involvement.\n\nCONCLUSION: Open science practices in the sports medicine field are extremely limited. The least followed practices were sharing code, data, and analysis plans.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Open Access", + "Open Code", + "Study Protocol", + "Reporting Guidelines" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms", + "doi": "10.2519/jospt.2023.12016", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/update-on-the-endorsement-of-consort-by.md b/content/curated_resources/update-on-the-endorsement-of-consort-by.md new file mode 100644 index 00000000000..680e697f616 --- /dev/null +++ b/content/curated_resources/update-on-the-endorsement-of-consort-by.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Update on the endorsement of CONSORT by high impact factor journals: a survey of journal \u201cInstructions to Authors\u201d in 2014", + "link_to_resource": "https://trialsjournal.biomedcentral.com/articles/10.1186/s13063-016-1408-z", + "creators": [ + "David Moher", + "Douglas G. Altman", + "Kenneth F. Schulz", + "Larissa Shamseer", + "Sally Hopewell" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The CONsolidated Standards Of Reporting Trials (CONSORT) Statement provides a minimum standard set of items to be reported in published clinical trials; it has received widespread recognition within the biomedical publishing community. This research aims to provide an update on the endorsement of CONSORT by high impact medical journals. Methods We performed a cross-sectional examination of the online \u201cInstructions to Authors\u201d of 168 high impact factor (2012) biomedical journals between July and December 2014. We assessed whether the text of the \u201cInstructions to Authors\u201d mentioned the CONSORT Statement and any CONSORT extensions, and we quantified the extent and nature of the journals\u2019 endorsements of these. These data were described by frequencies. We also determined whether journals mentioned trial registration and the International Committee of Medical Journal Editors (ICMJE; other than in regards to trial registration) and whether either of these was associated with CONSORT endorsement (relative risk and 95 % confidence interval). We compared our findings to the two previous iterations of this survey (in 2003 and 2007). We also identified the publishers of the included journals. Results Sixty-three percent (106/168) of the included journals mentioned CONSORT in their \u201cInstructions to Authors.\u201d Forty-four endorsers (42 %) explicitly stated that authors \u201cmust\u201d use CONSORT to prepare their trial manuscript, 38 % required an accompanying completed CONSORT checklist as a condition of submission, and 39 % explicitly requested the inclusion of a flow diagram with the submission. CONSORT extensions were endorsed by very few journals. One hundred and thirty journals (77 %) mentioned ICMJE, and 106 (63 %) mentioned trial registration. Conclusions The endorsement of CONSORT by high impact journals has increased over time; however, specific instructions on how CONSORT should be used by authors are inconsistent across journals and publishers. Publishers and journals should encourage authors to use CONSORT and set clear expectations for authors about compliance with CONSORT.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Publishing", + "Reporting Guidelines" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1186/s13063-016-1408-z", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/update-on-trial-registration-11-years-af.md b/content/curated_resources/update-on-trial-registration-11-years-af.md new file mode 100644 index 00000000000..2fe3a5f3985 --- /dev/null +++ b/content/curated_resources/update-on-trial-registration-11-years-af.md @@ -0,0 +1,49 @@ +{ + "timestamp": "10/30/2023 13:43:52", + "title": "Update on Trial Registration 11 Years after the ICMJE Policy Was Established", + "link_to_resource": "https://doi.org/10.1056/NEJMsr1601330", + "creators": [ + "Deborah A. Zarin", + "Tony Tse", + "Rebecca J. Williams", + "Thiyagu Rajakannan" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Laws and policies to establish a global trial reporting system have greatly increased the transparency and accountability of the clinical research enterprise. The three components of the trial reporting system are trial registration, reporting of aggregate results, and sharing of individual participant data.1 Trial registration is foundational to our understanding and interpretation of trial results, because it requires that information be provided about all relevant clinical trials (to put results in a broad context) and their prespecified protocol details (to ensure adherence to the scientific plan).\n\nIn this article, we describe the current trial registration landscape and summarize evidence of its effect on the clinical research enterprise to date. We then present the results of analyses that were performed with the use of ClinicalTrials.gov data to provide additional evidence regarding the degree to which current practices are fulfilling certain key goals initially envisioned for trial registration. Finally, we identify challenges and suggest potential responses for the next decade.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Trial Registration", + "Medicine", + "Preregistration" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "10.1056/NEJMsr1601330", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/us-project-seeks-standard-way-to-communi.md b/content/curated_resources/us-project-seeks-standard-way-to-communi.md new file mode 100644 index 00000000000..0c35f03139c --- /dev/null +++ b/content/curated_resources/us-project-seeks-standard-way-to-communi.md @@ -0,0 +1,46 @@ +{ + "timestamp": "12/12/2024 9:54:44", + "title": "US project seeks standard way to communicate research retractions", + "link_to_resource": "https://doi.org/10.1038/d41586-024-00014-x", + "creators": [ + "Dalmeet Singh Chawla" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Retracted papers continue to be cited because notices are unclear and hard to spot. Information scientist Jodi Schneider explains how consistent reporting would help to keep researchers in the loop.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Information Science", + "Research Retractions", + "Citations", + "Publication", + "Publishing Recommendations", + "Retraction Notifications" + ], + "forrt_clusters_new": "Academic Structures and Institutions, FAIR data and materials", + "forrt_sub_clusters": "Citation Politics & Practices, Metadata standards", + "doi": "10.1038/d41586-024-00014-x", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/use-of-the-journal-impact-factor-in-acad.md b/content/curated_resources/use-of-the-journal-impact-factor-in-acad.md new file mode 100644 index 00000000000..f3f4a037e7d --- /dev/null +++ b/content/curated_resources/use-of-the-journal-impact-factor-in-acad.md @@ -0,0 +1,51 @@ +{ + "timestamp": "01/01/2020", + "title": "Use of the Journal Impact Factor in academic review, promotion, and tenure evaluations", + "link_to_resource": "https://peerj.com/preprints/27638/", + "creators": [ + "Carol Mu\u00c3\u00b1oz Nieves", + "Erin C. McKiernan", + "Juan Pablo Alperin", + "Lesley A. Schimanski", + "Lisa Matthias", + "Meredith T. Niles" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The Journal Impact Factor (JIF) was originally designed to aid libraries in deciding which journals to index and purchase for their collections. Over the past few decades, however, it has become a relied upon metric used to evaluate research articles based on journal rank. Surveyed faculty often report feeling pressure to publish in journals with high JIFs and mention reliance on the JIF as one problem with current academic evaluation systems. While faculty reports are useful, information is lacking on how often and in what ways the JIF is currently used for review, promotion, and tenure (RPT). We therefore collected and analyzed RPT documents from a representative sample of 129 universities from the United States and Canada and 381 of their academic units. We found that 40% of doctoral, research-intensive (R-type) institutions and 18% of master's, or comprehensive (M-type) institutions explicitly mentioned the JIF, or closely related terms, in their RPT documents. Undergraduate, or baccalaureate (B-type) institutions did not mention it at all. A detailed reading of these documents suggests that institutions may also be using a variety of terms to indirectly refer to the JIF. Our qualitative analysis shows that 87% of the institutions that mentioned the JIF supported the metric's use in at least one of their RPT documents, while 13% of institutions expressed caution about the JIF's use in evaluations. None of the RPT documents we analyzed heavily criticized the JIF or prohibited its use in evaluations. Of the institutions that mentioned the JIF, 63% associated it with quality, 40% with impact, importance, or significance, and 20% with prestige, reputation, or status. In sum, our results show that the use of the JIF is encouraged in RPT evaluations, especially at research-intensive universities, and indicates there is work to be done to improve evaluation processes to avoid the potential misuse of metrics like the JIF.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing", + "Information Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "And Tenure", + "Journal Impact Factor", + "Promotion", + "Publishing", + "Review" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/using-artificial-intelligence-to-create.md b/content/curated_resources/using-artificial-intelligence-to-create.md new file mode 100644 index 00000000000..554fc20efc8 --- /dev/null +++ b/content/curated_resources/using-artificial-intelligence-to-create.md @@ -0,0 +1,56 @@ +{ + "timestamp": "12/13/2023 14:34:10", + "title": "Using artificial intelligence to create diverse and inclusive medical case vignettes for education", + "link_to_resource": "https://doi.org/10.1111/bcp.15977", + "creators": [ + "Michiel J. Bakkum", + "Mari\u00eblle G. Hartjes", + "Joost D. Pi\u00ebt", + "Erik M. Donker", + "Robert Likic", + "Emilio Sanz", + "Fabrizio de Ponti", + "Petra Verdonk", + "Milan C. Richir", + "Michiel A. van Agtmael", + "Jelle Tichelaar" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Introduction\nMedical case vignettes play a crucial role in medical education, yet they often fail to authentically represent diverse patients. Moreover, these vignettes tend to oversimplify the complex relationship between patient characteristics and medical conditions, leading to biased and potentially harmful perspectives among students. Displaying aspects of patient diversity, such as ethnicity, in written cases proves challenging. Additionally, creating these cases places a significant burden on teachers in terms of labor and time. Our objective is to explore the potential of AI-assisted computer-generated clinical cases to expedite case creation and enhance diversity, along with AI-generated patient photographs for more lifelike portrayal.\n\nMethods\nIn this study, we employed chatGPT (OpenAI, GPT 3.5) to develop diverse and inclusive medical case vignettes. We evaluated various approaches and identified a set of eight consecutive prompts that can be readily customized to accommodate local contexts and specific assignments. To enhance visual representation, we utilized Adobe Firefly beta for image generation.\n\nResults\nUsing the described prompts, we consistently generated cases for various assignments, producing sets of 30 cases at a time. We ensured the inclusion of mandatory checks and formatting, completing the process within approximately 60 minutes per set.\n\nDiscussion\nOur approach significantly accelerated case creation and improved diversity, though prioritizing maximum diversity compromised representativeness to some extent. While the optimized prompts are easily reusable, the process itself demands computer skills not all educators possess. To address this, we aim to share all created patients as Open Educational Resources (OER), empowering educators to create cases independently.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Artificial Intelligence", + "chatGPT", + "Diversity", + "Inclusivity" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Diversity in Academia, Inclusion", + "doi": "10.1111/bcp.15977", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/using-osf-to-share-data-a-step-by-step-g.md b/content/curated_resources/using-osf-to-share-data-a-step-by-step-g.md new file mode 100644 index 00000000000..173675b3b9e --- /dev/null +++ b/content/curated_resources/using-osf-to-share-data-a-step-by-step-g.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-03T19:35:51.218Z", + "title": "Using OSF to Share Data: A Step-by-Step Guide", + "link_to_resource": "https://doi.org/10.1177/2515245918757689", + "creators": [ + "Courtney K. Soderberg" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Sharing data, materials, and analysis scripts with reviewers and readers is valued in psychological science. To facilitate this sharing, files should be stored in a stable location, referenced with unique identifiers, and cited in published work associated with them. This Tutorial provides a step-by-step guide to using OSF to meet the needs for sharing psychological data.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories", + "doi": "10.1177/2515245918757689", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/using-pre-analysis-plans-in-qualitative.md b/content/curated_resources/using-pre-analysis-plans-in-qualitative.md new file mode 100644 index 00000000000..b4755ec1bdd --- /dev/null +++ b/content/curated_resources/using-pre-analysis-plans-in-qualitative.md @@ -0,0 +1,54 @@ +{ + "timestamp": "10/30/2023 13:12:56", + "title": "Using Pre-Analysis Plans in Qualitative Research", + "link_to_resource": "https://doi.org/10.5281/zenodo.5495552", + "creators": [ + "Ver\u00f3nica P\u00e9rez Bentancur", + "Rafael Pi\u00f1eiro Rodr\u00edguez", + "Fernando Rosenblattv" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "In the last decade, there has been a significant push for greater transparency in the social sciences. For example, epistemological and methodological debates have addressed the scope, meaning, and appropriateness of research transparency, and scholars have developed tools and practices to facilitate the process. One such approach is preregistration, the practice of recording a priori a study\u2019s design and its plan of analysis in open and public repositories (Haven et al. 2020). While it is a standard practice in experimental social science, it has been a matter of contested debate in observational work, both quantitative and qualitative. Arguments in favor of using this practice in qualitative inquiry, as well as opposing views, have recently been published (B\u00fcthe et al. 2015; Elman and Kapiszewski 2014; Elman and Lupia 2016; Kern and Gleditsch 2017; Haven et al. 2020; Jacobs et al. 2021; Kapiszewski and Karcher 2020; Moravcsik 2014; Pi\u00f1eiro and Rosenblatt 2016). ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Pre-Analysis Plan", + "Preregistration", + "Qualitative Research" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one., Preregistration", + "doi": "10.5281/zenodo.5495552", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/using-prediction-markets-to-estimate-the.md b/content/curated_resources/using-prediction-markets-to-estimate-the.md new file mode 100644 index 00000000000..d9b34b0628f --- /dev/null +++ b/content/curated_resources/using-prediction-markets-to-estimate-the.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-07T19:17:39.866Z", + "title": "Using prediction markets to estimate the reproducibility of scientific research", + "link_to_resource": "https://doi.org/10.1073/pnas.1516179112", + "creators": [ + "Anna Drebner et al." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Concerns about a lack of reproducibility of statistically significant results have recently been raised in many fields, and it has been argued that this lack comes at substantial economic costs. We here report the results from prediction markets set up to quantify the reproducibility of 44 studies published in prominent psychology journals and replicated in the Reproducibility Project: Psychology. The prediction markets predict the outcomes of the replications well and outperform a survey of market participants\u2019 individual forecasts. This shows that prediction markets are a promising tool for assessing the reproducibility of published scientific results. The prediction markets also allow us to estimate probabilities for the hypotheses being true at different testing stages, which provides valuable information regarding the temporal dynamics of scientific discovery. We find that the hypotheses being tested in psychology typically have low prior probabilities of being true (median, 9%) and that a \u201cstatistically significant\u201d finding needs to be confirmed in a well-powered replication to have a high probability of being true. We argue that prediction markets could be used to obtain speedy information about reproducibility at low cost and could potentially even be used to determine which studies to replicate to optimally allocate limited resources into replications.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Collection of large scale replications", + "doi": "10.1073/pnas.1516179112", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/using-r-and-lme-lmer-to-fit-different-tw.md b/content/curated_resources/using-r-and-lme-lmer-to-fit-different-tw.md new file mode 100644 index 00000000000..57310401b91 --- /dev/null +++ b/content/curated_resources/using-r-and-lme-lmer-to-fit-different-tw.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2020-05-08T09:56:13.658Z", + "title": "Using R and lme/lmer to fit different two- and three- level longitudinal models", + "link_to_resource": "https://rpsychologist.com/r-guide-longitudinal-lme-lmer", + "creators": [ + "Kristoffer Magnusson" + ], + "material_type": [ + "Reading", + "R code" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "I often get asked how to fit different multilevel models (or individual growth models, hierarchical linear models or linear mixed-models, etc.) in R. In this guide I have compiled some of the more common and/or useful models (at least common in clinical psychology), and how to fit them using nlme::lme() and lme4::lmer(). I will cover the common two-level random intercept-slope model, and three-level models when subjects are clustered due to some higher level grouping (such as therapists), partially nested models were there are clustering in one group but not the other, and different level 1 residual covariances (such as AR(1)). The point of this post is to show how to fit these longitudinal models in R, not to cover the statistical theory behind them, or how to interpret them.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Education", + "Life Science", + "Math & Statistics", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog", + "Tutorial" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/using-science-and-psychology-to-improve.md b/content/curated_resources/using-science-and-psychology-to-improve.md new file mode 100644 index 00000000000..5c51722caa4 --- /dev/null +++ b/content/curated_resources/using-science-and-psychology-to-improve.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-04T19:10:16.207Z", + "title": "Using science and psychology to improve the dissemination and evaluation of scientific work", + "link_to_resource": "https://doi.org/10.3389/fncom.2014.00082", + "creators": [ + "Brett T. Buttliere" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Here I outline some of what science can tell us about the problems in psychological publishing and how to best address those problems. First, the motivation behind questionable research practices is examined (the desire to get ahead or, at least, not fall behind). Next, behavior modification strategies are discussed, pointing out that reward works better than punishment. Humans are utility seekers and the implementation of current change initiatives is hindered by high initial buy-in costs and insufficient expected utility. Open science tools interested in improving science should team up, to increase utility while lowering the cost and risk associated with engagement. The best way to realign individual and group motives will probably be to create one, centralized, easy to use, platform, with a profile, a feed of targeted science stories based upon previous system interaction, a sophisticated (public) discussion section, and impact metrics which use the associated data. These measures encourage high quality review and other prosocial activities while inhibiting self-serving behavior. Some advantages of centrally digitizing communications are outlined, including ways the data could be used to improve the peer review process. Most generally, it seems that decisions about change design and implementation should be theory and data driven.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Meta-research, Questionable research practices & their prevalence", + "doi": "10.3389/fncom.2014.00082", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/using-the-transparency-checklist-guideli.md b/content/curated_resources/using-the-transparency-checklist-guideli.md new file mode 100644 index 00000000000..bb7f75dbfce --- /dev/null +++ b/content/curated_resources/using-the-transparency-checklist-guideli.md @@ -0,0 +1,44 @@ +{ + "timestamp": "3/13/2025 12:41:09", + "title": "Using the 'Transparency Checklist Guidelines' as an Educational tool", + "link_to_resource": "https://forrt.org/educators-corner/002-transparencychecklist-balazsaczel/", + "creators": [ + "Balazs Aczel & Framework for Open and Reproducible Research Training (FORRT)" + ], + "material_type": [ + "Lesson", + "Module", + "Reading", + "Teaching/Learning Strategy", + "Unit of Study" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "As an educational tool, the Checklist can be used to teach and improve the standards of transparency and credibility in research reports made by students. The aim is that students are embedded in transparent and open practices from the beginning of their training.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Teacher" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Research Transparency; Transparency Checklist; Student Assignments; Higher Education; Undergraduate Training; Pedagogy; Supervision; Reproducibility; Teaching" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/va-big-data-science-a-model-for-improved.md b/content/curated_resources/va-big-data-science-a-model-for-improved.md new file mode 100644 index 00000000000..687a005fec2 --- /dev/null +++ b/content/curated_resources/va-big-data-science-a-model-for-improved.md @@ -0,0 +1,47 @@ +{ + "timestamp": "1/12/2025 10:29:53", + "title": "VA Big Data Science: A Model for Improved National Pandemic Response Present and Future", + "link_to_resource": " https://doi.org/10.12788/fp.0412", + "creators": [ + "Yinong Young-Xu", + "Victoria Davey", + "Vincent C Marconi", + "Francesca E Cunningham" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Background\nThe US Department of Veterans Affairs (VA) enterprise approach to research (VA Research) has built a data-sharing framework available to all research teams within VA. Combined with robust analytic systems and tools available for investigators, VA Research has produced actionable results during the COVID-19 pandemic. Big data science techniques applied to VA\u2019s health care data demonstrate that medical research can be performed quickly and judiciously during nationwide health care emergencies.\n\nObservations\nWe envision a common framework of data collection, management, and surveillance implemented in partnership with other health care agencies that would capture even broader, actionable, and timely observational data on populations, while providing opportunities for enhanced collaborative research across agencies. This model should be continued and expanded through the current COVID-19 and future pandemics.\n\nConclusions\nExtending the achievements of VA Research in the COVID-19 pandemic to date, we advocate national goals of open science by working toward a synergistic national framework of anonymized, synchronized, shared health data that would provide researchers with potent tools to combat future public health crises.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Life Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Veteran Affairs", + "Data Sharing", + "Covid-19", + "Medical Research", + "Healthcare" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Research data management", + "doi": "10.12788/fp.0412", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/version-control-with-the-osf.md b/content/curated_resources/version-control-with-the-osf.md new file mode 100644 index 00000000000..ec5069747d9 --- /dev/null +++ b/content/curated_resources/version-control-with-the-osf.md @@ -0,0 +1,48 @@ +{ + "timestamp": "6/27/2023 14:45:33", + "title": "Version control with the OSF", + "link_to_resource": "https://www.youtube.com/watch?v=LJxccDyGgcI", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This webinar will introduce the concept of version control and the version control features that are built into the Open Science Framework (OSF; https://osf.io). The OSF is a free, open source web application built to help researchers manage their workflows. The OSF is part collaboration tool, part version control software, and part data archive. The OSF connects to popular tools researchers already use, like Dropbox, Box, Github and Mendeley, to streamline workflows and increase efficiency. This webinar will discuss how keeping track of the different file versions is important for efficient reproducible research practices, how version control works on the OSF, and how researchers can view and download previous versions of files.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Research data management, Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/visualizing-a-one-way-anova-using-d3-js.md b/content/curated_resources/visualizing-a-one-way-anova-using-d3-js.md new file mode 100644 index 00000000000..c896330d23a --- /dev/null +++ b/content/curated_resources/visualizing-a-one-way-anova-using-d3-js.md @@ -0,0 +1,45 @@ +{ + "timestamp": "2020-05-08T09:17:09.608Z", + "title": "Visualizing a One-Way ANOVA using D3.js", + "link_to_resource": "http://rpsychologist.com/d3-one-way-anova", + "creators": [ + "Kristoffer Magnusson" + ], + "material_type": [ + "Interactive", + "Reading", + "Simulation", + "Student Guide", + "Teaching/Learning Strategy" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A blog post and tutorial on visualizing one-way ANOVA", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog", + "Interactive", + "Tutorial" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/volunteerism-has-gone-too-far.md b/content/curated_resources/volunteerism-has-gone-too-far.md new file mode 100644 index 00000000000..f90276ac6c7 --- /dev/null +++ b/content/curated_resources/volunteerism-has-gone-too-far.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2/13/2025 5:22:09", + "title": "Volunteerism has gone too far!", + "link_to_resource": "https://heidiseibold.kit.com/posts/volunteerism-has-gone-too-far", + "creators": [ + "Heidi Seibold" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "I have volunteered for many initiatives and was always happy to do so. Recently I started to realize that being able to volunteer is a privileged position to be in. To be truly fair and allow all enthusiasts to join an initiative we have to rethink the way we do things. A constructive criticism.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Administrator" + ], + "subject_areas": [ + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Volunteering", + "Academia" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Equity, Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/want-to-speed-up-scientific-progress-fir.md b/content/curated_resources/want-to-speed-up-scientific-progress-fir.md new file mode 100644 index 00000000000..7a0bac074a7 --- /dev/null +++ b/content/curated_resources/want-to-speed-up-scientific-progress-fir.md @@ -0,0 +1,60 @@ +{ + "timestamp": "8/21/2023 16:15:02", + "title": "Want to speed up scientific progress? First understand how science policy works", + "link_to_resource": "https://doi.org/10.1038/d41586-023-02602-9", + "creators": [ + "Matt Clancy", + "Dan Correa", + "Jordan Dworkin", + "Paul Niehaus", + "Caleb Watney & Heidi Williams" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Researchers and policymakers often exist in different worlds and speak different languages. Here are three ways to bridge the divide.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Policy", + "Funding", + "Scientific Communication" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "10.1038/d41586-023-02602-9", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/we-built-this-culture-so-we-can-change-i.md b/content/curated_resources/we-built-this-culture-so-we-can-change-i.md new file mode 100644 index 00000000000..b8557016bd8 --- /dev/null +++ b/content/curated_resources/we-built-this-culture-so-we-can-change-i.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/6/2025 5:14:03", + "title": "We Built This Culture (so We Can Change It): Seven Principles for Intentional Culture Change", + "link_to_resource": "https://doi.org/10.1037/amp0001209", + "creators": [ + "MarYam G. Hamedani", + "Hazel Rose Markus", + "Rebecca C. Hetey. Jennifer L. Eberhardt" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Calls for culture change abound. Headlines regularly feature calls to change the \u201cbroken\u201d or \u201ctoxic\u201d cultures of institutions and organizations, and people debate which norms and practices across society are now defunct. As people blame current societal problems on culture, the proposed fix is \u201cculture change.\u201d But what is culture change? How does it work? Can it be effective? This article presents a novel social psychological framework for intentional culture change\u2014actively and deliberately modifying the mutually reinforcing features of a culture. Synthesizing insights from research and application, it proposes an integrated, evidence-based perspective centered around seven core principles for intentional culture change: Principle 1: People are culturally shaped shapers, so they can be culture changers; Principle 2: Identifying, mapping, and evaluating the key levels of culture helps locate where to target change; Principle 3: Culture change happens in both top-down and bottom-up ways and is more effective when the levels are in alignment; Principle 4: Culture change can be easier when it leverages existing core values and harder when it challenges deep-seated defaults and biases; Principle 5: Culture change typically involves power struggles and identity threats; Principle 6: Cultures interact with one another and change can cause backlash, resistance, and clashes; and Principle 7: Timing and readiness matter. While these principles may be broadly used, here they are applied to the issue of social inequality in the United States. Even though culture change feels particularly daunting in this problem area, it can also be empowering\u2014especially when people leverage evidence-based insights and tools to reimagine and rebuild their cultures.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Culture Change", + "Social Change", + "Inequality" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia, Socially Responsible Research", + "doi": "10.1037/amp0001209", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/we-have-to-break-up.md b/content/curated_resources/we-have-to-break-up.md new file mode 100644 index 00000000000..b7302525f2c --- /dev/null +++ b/content/curated_resources/we-have-to-break-up.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2020-06-08T18:13:21.881Z", + "title": "We have to break up", + "link_to_resource": "https://doi.org/10.1111/j.1745-6924.2009.01091.x", + "creators": [ + "Robert B. Cialdini" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Three mostly positive developments in academic psychology\u2014the cognitive revolution, the virtual requirement for multiple study reports in our top journals, and the prioritization of mediational evidence in our data\u2014have had the unintended effect of making field research on naturally occurring behavior less suited to publication in the leading outlets of the discipline. Two regrettable consequences have ensued. The first is a reduction in the willingness of researchers, especially those young investigators confronting hiring and promotion issues, to undertake such field work. The second is a reduction in the clarity with which nonacademic audiences (e.g., citizens and legislators) can see the relevance of academic psychology to their lives and self-interest, which has contributed to a concomitant reduction in the availability of federal funds for basic behavioral science. Suggestions are offered for countering this problem", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices)", + "doi": "10.1111/j.1745-6924.2009.01091.x", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/we-knew-the-future-all-along-scientific.md b/content/curated_resources/we-knew-the-future-all-along-scientific.md new file mode 100644 index 00000000000..5c54d80e623 --- /dev/null +++ b/content/curated_resources/we-knew-the-future-all-along-scientific.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-09T16:40:23.897Z", + "title": "We Knew the Future All Along: Scientific Hypothesizing Is Much More Accurate Than Other Forms of Precognition-A Satire in One Part", + "link_to_resource": "http://dx.doi.org/10.2307/41613568", + "creators": [ + "Arina K Bones" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A critique about Daryl Bem's (2011) paper and reproducibility ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "The politics of replicating famous studies", + "doi": "10.2307/41613568", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/welcoming-quality-in-non-significance-an.md b/content/curated_resources/welcoming-quality-in-non-significance-an.md new file mode 100644 index 00000000000..abb764d06cd --- /dev/null +++ b/content/curated_resources/welcoming-quality-in-non-significance-an.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-05-31T18:29:22.863Z", + "title": "Welcoming Quality in Non-Significance and Replication Work, but Moving Beyond the p-Value: Announcing New Editorial Policies for Quantitative Research in JOAA", + "link_to_resource": "https://doi.org/10.1177/1932202X14532177", + "creators": [ + "Matthew T. McBee", + "Michael S. Matthews" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The self-correcting nature of psychological and educational science has been seriously questioned. Recent special issues of Perspectives on Psychological Science and Psychology of Aesthetics, Creativity, and the Arts have roundly condemned current organizational models of research and dissemination and have criticized the perverse incentive structure that tempts researchers into generating and publishing false positive findings. At the same time, replications are rarely attempted, allowing untruths to persist in the literature unchallenged. In this article, the editors of the Journal of Advanced Academics consider this situation and announce new policies for quantitative submissions. They are (a) an explicit call for replication studies; (b) new instructions directing reviewers to base their evaluation of a study\u2019s merit on the quality of the research design, execution, and written description, rather than on the statistical significance of its results; and (c) an invitation to omit statistical hypothesis tests in favor of reporting effect sizes and their confidence limits.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "10.1177/1932202X14532177", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-does-open-science-mean-for-educatio.md b/content/curated_resources/what-does-open-science-mean-for-educatio.md new file mode 100644 index 00000000000..1fd7b079624 --- /dev/null +++ b/content/curated_resources/what-does-open-science-mean-for-educatio.md @@ -0,0 +1,72 @@ +{ + "timestamp": "1/13/2025 6:21:25", + "title": "What does Open Science mean for Educational Technology Research? Challenges, Opportunities, and a Call for Research", + "link_to_resource": "https://doi.org/10.35542/osf.io/s73xb", + "creators": [ + "Madeleine Pownall", + "Sakshi Ghai", + "Luisa Fassi", + "Gillian Hayes", + "Mirijam Schaaf", + "Cortney Chin", + "Amanda Ferguson", + "Maria Concepcion Valdez Gastelum", + "Giovanni Ramos", + "Jasmin Breitwieser", + "Colleen Russo Johnson", + "Isabela Figueira", + "Sebastian Kurten", + "Sabrina Shajeen Alam", + "Aehong Min", + "Soheyon Park", + "Emani Dotch", + "Anamara Ritt-Olson", + "Georgia Turner", + "Y. Anthony Chen", + "Adrian Wilson", + "Angela Y Lee", + "Lea Nobbe", + "Chimezie O. Amaefule", + "Benjamin Kaveladze", + "Flavio Azevedo", + "Candice Odgers", + "and Amy Orben" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Educational technology (EdTech) research should champion the values of open science in order to be robust, methodologically rigorous, collaborative, inclusive, and transparent. \u2018Open science\u2019 is, broadly, an approach to scientific scholarship that adopts tools to promote openness, mitigate against bias, enhance opportunity for collaboration, and reduce questionable research practices. EdTech research often involves collaborative empirical work with partnerships between academia, industry, and policymakers, often with competing stakeholder timelines, agendas, and expectations. It also employs a diversity of methodologies and epistemologies, given the broad goals of EdTech as a field. Taken together, these unique features of EdTech research mean there is a distinct set of contextual and methodological challenges for engagement with open science tools and initiatives. Here, we write as a collective of academics, scholars, and industry representatives who all work in the EdTech space and hope to envisage a future for how EdTech researchers can meaningfully engage in calls to \u2018open up\u2019 science. We share insights from a stakeholder workshop event, hosted by CERES (Connecting the Educational Technology Research Ecosystem). We summarize four main open science practices: (1) open data, (2) study pre-registration, (3) positionality and conflict of interest statements, and (4) CRediT taxonomy of contributorship. For each of the practices, we summarize the key opportunities for EdTech research and highlight the unique disciplinary challenges that academics and industry must negotiate when integrating open science into EdTech research. We show how open science is an ally to EdTech research, but careful consideration about its implementation is needed.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Career and Technical Education", + "Education" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Preregistration", + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Educational Technology", + "Open Science", + "Open Science Practices" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution, Ways of Working", + "forrt_sub_clusters": "Public and Private Partnerships, Questionable research practices & their prevalence", + "doi": "10.35542/osf.io/s73xb", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-does-research-reproducibility-mean.md b/content/curated_resources/what-does-research-reproducibility-mean.md new file mode 100644 index 00000000000..637506d76c4 --- /dev/null +++ b/content/curated_resources/what-does-research-reproducibility-mean.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2020-05-24T12:08:26.709Z", + "title": "What does research reproducibility mean?", + "link_to_resource": "https://stm.sciencemag.org/content/8/341/341ps12/tab-pdf", + "creators": [ + "Goodman", + "S. N.", + "Fanelli", + "D.", + "& Ioannidis", + "J. P." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "The language and conceptual framework of \u201cresearch reproducibility\u201d are nonstandard and unsettled across the sciences. In this Perspective, we review an array of explicit and implicit definitions of reproducibility and related terminology, and discuss how to avoid potential misunderstandings when these terms are used as a surrogate for \u201ctruth.\u201d", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-incentives-increase-data-sharing-in.md b/content/curated_resources/what-incentives-increase-data-sharing-in.md new file mode 100644 index 00000000000..fe6b5486a67 --- /dev/null +++ b/content/curated_resources/what-incentives-increase-data-sharing-in.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "What incentives increase data sharing in health and medical research? A systematic review", + "link_to_resource": "https://researchintegrityjournal.biomedcentral.com/articles/10.1186/s41073-017-0028-9", + "creators": [ + "Adrian G. Barnett", + "Anisa Rowhani-Farid", + "Michelle Allen" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "The foundation of health and medical research is data. Data sharing facilitates the progress of research and strengthens science. Data sharing in research is widely discussed in the literature; however, there are seemingly no evidence-based incentives that promote data sharing. Methods A systematic review (registration: doi.org/10.17605/OSF.IO/6PZ5E) of the health and medical research literature was used to uncover any evidence-based incentives, with pre- and post-empirical data that examined data sharing rates. We were also interested in quantifying and classifying the number of opinion pieces on the importance of incentives, the number observational studies that analysed data sharing rates and practices, and strategies aimed at increasing data sharing rates. Results Only one incentive (using open data badges) has been tested in health and medical research that examined data sharing rates. The number of opinion pieces (n\u2009=\u200985) out-weighed the number of article-testing strategies (n\u2009=\u200976), and the number of observational studies exceeded them both (n\u2009=\u2009106). Conclusions Given that data is the foundation of evidence-based health and medical research, it is paradoxical that there is only one evidence-based incentive to promote data sharing. More well-designed studies are needed in order to increase the currently low rates of data sharing.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Health", + "Medicine and Nursing" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Data Sharing", + "Open Data" + ], + "forrt_clusters_new": "FAIR data and materials, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Ongoing debates (e.g., incentives for and against open science practices), Reasons to share data and materials", + "doi": "10.1186/s41073-017-0028-9", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-is-a-p-value.md b/content/curated_resources/what-is-a-p-value.md new file mode 100644 index 00000000000..041069da6dd --- /dev/null +++ b/content/curated_resources/what-is-a-p-value.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2020-05-08T06:17:55.000Z", + "title": "What is a p-value?", + "link_to_resource": "http://daniellakens.blogspot.com/2014/08/what-is-p-value_21.html", + "creators": [ + "Daniel Lakens" + ], + "material_type": [ + "Reading", + "R Code" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Blog post going over the p value, misnomers and what p < .05 means", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog", + "Code", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-is-replication.md b/content/curated_resources/what-is-replication.md new file mode 100644 index 00000000000..4ba35df4e99 --- /dev/null +++ b/content/curated_resources/what-is-replication.md @@ -0,0 +1,43 @@ +{ + "timestamp": "01/01/2020", + "title": "What is replication?", + "link_to_resource": "https://osf.io/preprints/metaarxiv/u4g6t/", + "creators": [ + "Brian A. Nosek", + "Timothy M. Errington" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Replications are inevitably different from the original studies. How do we decide whether something is a replication? The answer shifts the conception of replication from a boring, uncreative, housekeeping activity to an exciting, generative, vital contributor to research progress.", + "language": [ + "English" + ], + "conditions_of_use": "", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Reproducibility", + "Researchers" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study, Purposes of replication attempts - what is a \u2018failed\u2019 replication?", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-is-statistical-power.md b/content/curated_resources/what-is-statistical-power.md new file mode 100644 index 00000000000..4e35baf3644 --- /dev/null +++ b/content/curated_resources/what-is-statistical-power.md @@ -0,0 +1,50 @@ +{ + "timestamp": "01/01/2020", + "title": "What is statistical power", + "link_to_resource": "https://www.youtube.com/watch?v=-ZU7fbvSJ60", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "This video is the first in a series of videos related to the basics of power analyses. All materials shown in the video, as well as content from the other videos in the power analysis series can be found here: https://osf.io/a4xhr/", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Power", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "Statistics" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-is-the-replication-crisis-a-crisis.md b/content/curated_resources/what-is-the-replication-crisis-a-crisis.md new file mode 100644 index 00000000000..0ab96daa5a9 --- /dev/null +++ b/content/curated_resources/what-is-the-replication-crisis-a-crisis.md @@ -0,0 +1,44 @@ +{ + "timestamp": "2/13/2025 10:16:50", + "title": "What is the Replication Crisis a Crisis Of?", + "link_to_resource": "https://doi.org/10.1017/psa.2024.2", + "creators": [ + "Feest", + "U." + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In recent debates about the replication crisis, two positions have been dominant: one that focuses on methodological reforms and one that focuses on theory building. This paper takes up the suggestion that there might be a deeper difference in play, concerning the ways the very subject matter of psychology is construed by opposing camps, i.e., in terms of stable effects versus in terms of complexity. I argue that each gets something right, but neither is sufficient. My analysis suggests that the context sensitivity of the psychological subject matter needs to be front and center of methodological and theoretical efforts.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Theory Building", + "Replication", + "Methodological Reforms" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "10.1017/psa.2024.2", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-is-this-thing-called-open-science.md b/content/curated_resources/what-is-this-thing-called-open-science.md new file mode 100644 index 00000000000..a5684fae92f --- /dev/null +++ b/content/curated_resources/what-is-this-thing-called-open-science.md @@ -0,0 +1,57 @@ +{ + "timestamp": "01/01/2020", + "title": "What is this thing called open science?", + "link_to_resource": "https://osf.io/6fq2u/", + "creators": [ + "Tom Hardwicke" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "A general introduction to open scholarship.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Funders", + "History of Science", + "Metascience", + "Open Data", + "Open Scholarship Policy", + "Policy", + "Policy Makers", + "Publishing", + "Publishing Models", + "Reproducibility", + "Research Administration", + "Researcher Degrees of Freedom", + "Researchers", + "Research Integrity", + "Statistics", + "Transparency" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-is-universal-design-for-learning-ud.md b/content/curated_resources/what-is-universal-design-for-learning-ud.md new file mode 100644 index 00000000000..8a05fa30ed0 --- /dev/null +++ b/content/curated_resources/what-is-universal-design-for-learning-ud.md @@ -0,0 +1,46 @@ +{ + "timestamp": "1/23/2021 13:47:35", + "title": "What is Universal Design for Learning (UDL)?", + "link_to_resource": "https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works", + "creators": [ + "Amanda Morin and Ace Parsi" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Adult Education" + ], + "abstract": "Universal Design for Learning (UDL) is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed. This approach offers flexibility in the ways students access material, engage with it and show what they know. Developing lesson plans this way helps all kids, but it may be especially helpful for kids with learning and thinking difference.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Parent" + ], + "subject_areas": [ + "Career and Technical Education", + "Education", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Diversity", + "Equity", + "Inclusion", + "Neurodiversity" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Accessibility, Neurodiversity", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-makes-a-good-theory-and-how-do-we-m.md b/content/curated_resources/what-makes-a-good-theory-and-how-do-we-m.md new file mode 100644 index 00000000000..d09fc321fa7 --- /dev/null +++ b/content/curated_resources/what-makes-a-good-theory-and-how-do-we-m.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/20/2025 4:38:31", + "title": "What Makes a Good Theory, and How Do We Make a Theory Good?", + "link_to_resource": "https://doi.org/10.1007/s42113-023-00193-2", + "creators": [ + "Olivia Guest" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "I present an ontology of criteria for evaluating theory to answer the titular question from the perspective of a scientist practitioner. Set inside a formal account of our adjudication over theories, a metatheoretical calculus, this ontology comprises the following: (a) metaphysical commitment, the need to highlight what parts of theory are not under investigation, but are assumed, asserted, or essential; (b) discursive survival, the ability to be understood by interested non-bad actors, to withstand scrutiny within the intended (sub)field(s), and to negotiate the dialectical landscape thereof; (c) empirical interface, the potential to explicate the relationship between theory and observation, i.e., how observations relate to, and affect, theory and vice versa; (d) minimising harm, the reckoning with how theory is forged in a fire of historical, if not ongoing, abuses\u2014from past crimes against humanity, to current exploitation, turbocharged or hyped by machine learning, to historical and present internal academic marginalisation. This work hopes to serve as a possible beginning for scientists who want to examine the properties and characteristics of theories, to propose additional virtues and vices, and to engage in further dialogue. Finally, I appeal to practitioners to iterate frequently over such criteria, by building and sharing the metatheoretical calculi used to adjudicate over theories.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Theory", + "Metatheory", + "Metatheoretical Calculcus", + "Theoretical Virtue", + "Metascience" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Philosophy of science", + "doi": "10.1007/s42113-023-00193-2", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-s-new-in-neuro.md b/content/curated_resources/what-s-new-in-neuro.md new file mode 100644 index 00000000000..5d01f77668b --- /dev/null +++ b/content/curated_resources/what-s-new-in-neuro.md @@ -0,0 +1,42 @@ +{ + "timestamp": "7/16/2025 4:44:33", + "title": "What's New in Neuro", + "link_to_resource": "https://open.spotify.com/episode/70UjcUqgo61UOy4Z9TavDd?", + "creators": [ + "Naz Simsek" + ], + "material_type": [ + "Podcast" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This project is a neuroscience-focused podcast that highlights the diverse and innovative research currently taking place across the Netherlands. By featuring conversations with researchers from various backgrounds and career stages (ranging from early-career scientists to established experts) it offers listeners an accessible and engaging way to learn about current developments in neuroscience. The podcast promotes open science by fostering transparency, increasing visibility, and encouraging collaboration. It also supports diversity and inclusion by intentionally showcasing a wide range of voices and research topics. Designed with long-term sustainability in mind, the project provides a framework that others can easily adopt and expand upon.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher", + "Scientist" + ], + "subject_areas": [ + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "OSCA Awards 2025" + ], + "forrt_clusters_new": "Ways of Working", + "forrt_sub_clusters": "Science communication and public outreach", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-s-wrong-with-psychology-anyway.md b/content/curated_resources/what-s-wrong-with-psychology-anyway.md new file mode 100644 index 00000000000..fb5e967186e --- /dev/null +++ b/content/curated_resources/what-s-wrong-with-psychology-anyway.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-09T16:38:26.706Z", + "title": "What's wrong with Psychology, anyway?", + "link_to_resource": "https://www.gwern.net/docs/psychology/1991-lykken.pdf", + "creators": [ + "David T. Lykken" + ], + "material_type": [ + "Primary Source", + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This chapter considers various factors that have been responsible for the comparatively slow development of psychology into a cumulative empirical science. Special attention is devoted to correctable methodological mistakes, the over-reliance upon significance testing (and the fact that, in psychology, the null hypothesis is almost always false), and an analysis of the concept of replication.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Transparency" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-s-wrong-with-statistical-tests-and.md b/content/curated_resources/what-s-wrong-with-statistical-tests-and.md new file mode 100644 index 00000000000..c92067cb10a --- /dev/null +++ b/content/curated_resources/what-s-wrong-with-statistical-tests-and.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-09T16:00:24.913Z", + "title": "What\u2019s wrong with statistical tests \u2013 and where do we go from here?", + "link_to_resource": "https://doi.org/10.1037/10693-003", + "creators": [ + "R.B. Kline" + ], + "material_type": [ + "Primary Source", + "Reading", + "Chapter" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This chapter considers problems with null hypothesis significance testing (NHST). The literature in this area is quite large. D. Anderson, Burnham, and W. Thompson (2000) recently found more than 300 articles in different disciplines about the indiscriminate use of NHST, and W. Thompson (2001) lists more than 400 references about this topic. As a consequence, it is possible to cite only a few representative works. After review of the debate about NHST, the author argues that the criticisms have sufficient merit to support the minimization or elimination of NHST in the behavioral sciences. The author offers specific suggestions along these lines. Some concern alternatives that may replace or supplement NHST and thus are directed at researchers. Others concern editorial policies or educational curricula. Few of the recommendations given are original in that many have been made over the years by various authors. However, as a set they deal with issues often considered in separate works. For simplicity, the context for NHST assumed is reject-support (RS) instead of accept-support (AS). The RS context is more common, and many of the arguments can be reframed for the AS context.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Limitations and benefits of NHST, Bayesian & Likelihood approaches., The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "10.1037/10693-003", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-should-a-preregistration-contain.md b/content/curated_resources/what-should-a-preregistration-contain.md new file mode 100644 index 00000000000..4586f282712 --- /dev/null +++ b/content/curated_resources/what-should-a-preregistration-contain.md @@ -0,0 +1,55 @@ +{ + "timestamp": "12/18/2023 17:19:20", + "title": "What should a preregistration contain?", + "link_to_resource": "https://doi.org/10.31234/osf.io/cj5mh", + "creators": [ + "Jonathon McPhetres" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "A large amount of variation exists in beliefs about the purpose and benefits of preregistration, making it difficult to implement and evaluate, and limiting its usefulness. Additionally, no single resource exists to describe what a preregistration should contain or how it should be used. In this paper, I describe what an effective preregistration should contain and when it should be used. Specifically, preregistration should 1) restrict as many researcher degrees of freedom as possible, 2) detail all aspects of a study\u2019s method and analysis, 3) detail information on decisions made during the planning stages, and 4) specify how the results will be used and interpreted. Further, a preregistration must be publicly verifiable and permanent. Finally, I argue that pre-registration should be used in any situation where researchers intend to collect data in order to make a claim, description, decision, or inference based on that data. I also note that preregistrations which do not address each of these points do more harm than good by falsely signalling credibility and quality.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Hypothesis Testing", + "Metascience", + "Open Science", + "Planning", + "Preregistration", + "Research Methods. Transparency" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one., Preregistration", + "doi": "10.31234/osf.io/cj5mh", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/what-you-see-is-what-you-get-enhancing-m.md b/content/curated_resources/what-you-see-is-what-you-get-enhancing-m.md new file mode 100644 index 00000000000..acbd75676ff --- /dev/null +++ b/content/curated_resources/what-you-see-is-what-you-get-enhancing-m.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-06-04T19:12:25.920Z", + "title": "What You See Is What You Get? Enhancing Methodological Transparency in Management Research", + "link_to_resource": "https://doi.org/10.5465/annals.2016.0011", + "creators": [ + "Herman Aguinis", + "Ravi S. Ramani and Nawaf Alabduljader" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "We review the literature on evidence-based best practices on how to enhance methodological transparency, which is the degree of detail and disclosure about the specific steps, decisions, and judgment calls made during a scientific study. We conceptualize lack of transparency as a \u201cresearch performance problem\u201d because it masks fraudulent acts, serious errors, and questionable research practices, and therefore precludes inferential and results reproducibility. Our recommendations for authors provide guidance on how to increase transparency at each stage of the research process: (1) theory, (2) design, (3) measurement, (4) analysis, and (5) reporting of results. We also offer recommendations for journal editors, reviewers, and publishers on how to motivate authors to be more transparent. We group these recommendations into the following categories: (1) manuscript submission forms requiring authors to certify they have taken actions to enhance transparency, (2) manuscript evaluation forms including additional items to encourage reviewers to assess the degree of transparency, and (3) review process improvements to enhance transparency. Taken together, our recommendations provide a resource for doctoral education and training; researchers conducting empirical studies; journal editors and reviewers evaluating submissions; and journals, publishers, and professional organizations interested in enhancing the credibility and trustworthiness of research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication, Questionable research practices & their prevalence", + "doi": "10.5465/annals.2016.0011", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/when-does-harking-hurt-identifying-when.md b/content/curated_resources/when-does-harking-hurt-identifying-when.md new file mode 100644 index 00000000000..3cccb8d66ec --- /dev/null +++ b/content/curated_resources/when-does-harking-hurt-identifying-when.md @@ -0,0 +1,57 @@ +{ + "timestamp": "10/23/2023 11:58:20", + "title": "When Does HARKing Hurt? Identifying When Different Types of Undisclosed Post Hoc Hypothesizing Harm Scientific Progress", + "link_to_resource": "https://doi.org/10.1037/gpr0000128", + "creators": [ + "Mark Rubin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Hypothesizing after the results are known, or HARKing, occurs when researchers check their research results and then add or remove hypotheses on the basis of those results without acknowledging this process in their research report (Kerr, 1998). In the present article, I discuss 3 forms of HARKing: (a) using current results to construct post hoc hypotheses that are then reported as if they were a priori hypotheses; (b) retrieving hypotheses from a post hoc literature search and reporting them as a priori hypotheses; and (c) failing to report a priori hypotheses that are unsupported by the current results. These 3 types of HARKing are often characterized as being bad for science and a potential cause of the current replication crisis. In the present article, I use insights from the philosophy of science to present a more nuanced view. Specifically, I identify the conditions under which each of these 3 types of HARKing is most and least likely to be bad for science. I conclude with a brief discussion about the ethics of each type of HARKing.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Accommodation", + "Falsification", + "HARKing", + "Prediction", + "Replication Crisis" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "10.1037/gpr0000128", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/when-great-minds-think-unalike-inside-sc.md b/content/curated_resources/when-great-minds-think-unalike-inside-sc.md new file mode 100644 index 00000000000..03c26f9096f --- /dev/null +++ b/content/curated_resources/when-great-minds-think-unalike-inside-sc.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-16T10:33:44.148Z", + "title": "When Great Minds Think Unalike: Inside Science's 'Replication Crisis'", + "link_to_resource": "https://www.npr.org/2016/05/24/477921050/when-great-minds-think-unlike-inside-sciences-replication-crisis", + "creators": [ + "Shankar Vedantam and Maggie Penman" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Podcast" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A podcast about replication crisis", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Replication Research" + ], + "tags": [ + "Podcast", + "Reproducibility Knowledge", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/when-is-science-un-reliable.md b/content/curated_resources/when-is-science-un-reliable.md new file mode 100644 index 00000000000..2f06f4a3ef8 --- /dev/null +++ b/content/curated_resources/when-is-science-un-reliable.md @@ -0,0 +1,45 @@ +{ + "timestamp": "10/14/2021 16:03:57", + "title": "When is science (un)reliable?", + "link_to_resource": "https://osf.io/9hytb/", + "creators": [ + "Tim Parker and Tom Armstrong" + ], + "material_type": [ + "Syllabus" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "In this course, we will explore the so\u2010called \u201creproducibility crisis\u201d that has struck fields from psychology and economics to ecology and cancer biology. You will learn statistical principles at the heart of the reproducibility crisis, how disregard for those principles undermines the reliability of scientific inference, and how such disregard has been incentivized by various institutions. You will learn to recognize problematic research practices and will critically evaluate scientific claims both in the scientific literature and in the popular press. Further, you will evaluate and debate proposals for institutional policies designed to reduce bias and improve reproducibility.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science", + "Conceptual and statistical knowledge" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution, The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Questionable research practices & their prevalence", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/when-power-analyses-based-on-pilot-data.md b/content/curated_resources/when-power-analyses-based-on-pilot-data.md new file mode 100644 index 00000000000..1fd5fb286df --- /dev/null +++ b/content/curated_resources/when-power-analyses-based-on-pilot-data.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-05T18:18:35.045Z", + "title": "When power analyses based on pilot data are biased: Inaccurate effect size estimators and follow-up bias", + "link_to_resource": "https://doi.org/10.1016/j.jesp.2017.09.004", + "creators": [ + "Casper Albers and Daniel Lakens" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "When designing a study, the planned sample size is often based on power analyses. One way to choose an effect size for power analyses is by relying on pilot data. A-priori power analyses are only accurate when the effect size estimate is accurate. In this paper we highlight two sources of bias when performing a-priori power analyses for between-subject designs based on pilot data. First, we examine how the choice of the effect size index (\u03b72, \u03c92 and \u03b52) affects the sample size and power of the main study. Based on our observations, we recommend against the use of \u03b72 in a-priori power analyses. Second, we examine how the maximum sample size researchers are willing to collect in a main study (e.g. due to time or financial constraints) leads to overestimated effect size estimates in the studies that are performed. Determining the required sample size exclusively based on the effect size estimates from pilot data, and following up on pilot studies only when the sample size estimate for the main study is considered feasible, creates what we term follow-up bias. We explain how follow-up bias leads to underpowered main studies. Our simulations show that designing main studies based on effect sizes estimated from small pilot studies does not yield desired levels of power due to accuracy bias and follow-up bias, even when publication bias is not an issue. We urge researchers to consider alternative approaches to determining the sample size of their studies, and discuss several options.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "10.1016/j.jesp.2017.09.004", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/which-is-the-correct-statistical-test-to.md b/content/curated_resources/which-is-the-correct-statistical-test-to.md new file mode 100644 index 00000000000..41555642599 --- /dev/null +++ b/content/curated_resources/which-is-the-correct-statistical-test-to.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-22T18:35:28.851Z", + "title": "Which is the correct statistical test to use?", + "link_to_resource": "http://oralpathol.dlearn.kmu.edu.tw/case/Journal%20reading-intern-08-12/statistical%20use-review-BJOMFS-2008.pdf", + "creators": [ + "Evie McCrum-Gardner" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "This paper explains how to select the correct statistical test for a research project, clinical trial, or other investigation. The first step is to decide in what scale of measurement your data are as this will affect your decision\u2014nominal, ordinal, or interval. The next stage is to consider the purpose of the analysis\u2014for example, are you comparing independent or paired groups? Several statistical tests are discussed with an explanation of when it is appropriate to use each one; relevant examples of each are provided. If an incorrect test is used, then invalid results and misleading conclusions may be drawn from the study", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/who-re-uses-data-a-bibliometric-analysis.md b/content/curated_resources/who-re-uses-data-a-bibliometric-analysis.md new file mode 100644 index 00000000000..af5d5abac9e --- /dev/null +++ b/content/curated_resources/who-re-uses-data-a-bibliometric-analysis.md @@ -0,0 +1,58 @@ +{ + "timestamp": "10/18/2023 11:05:39", + "title": "Who Re-Uses Data? A Bibliometric Analysis of Dataset Citations", + "link_to_resource": "https://doi.org/10.48550/arXiv.2308.04379", + "creators": [ + "Geoff Krause", + "Madelaine Hare", + "Mike Smit", + "Philippe Mongeon" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "Open data is receiving increased attention and support in academic environments, with one justification being that shared data may be re-used in further research. But what evidence exists for such re-use, and what is the relationship between the producers of shared datasets and researchers who use them? Using a sample of data citations from OpenAlex, this study investigates the relationship between creators and citers of datasets at the individual, institutional, and national levels. We find that the vast majority of datasets have no recorded citations, and that most cited datasets only have a single citation. Rates of self-citation by individuals and institutions tend towards the low end of previous findings and vary widely across disciplines. At the country level, the United States is by far the most prominent exporter of re-used datasets, while importation is more evenly distributed. Understanding where and how the sharing of data between researchers, institutions, and countries takes place is essential to developing open research practices.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY-NC-SA", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "Open Data", + "Citations" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials", + "doi": "10.48550/arXiv.2308.04379", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/who-would-have-thought-that-we-needed-an.md b/content/curated_resources/who-would-have-thought-that-we-needed-an.md new file mode 100644 index 00000000000..9ea8cf4b31b --- /dev/null +++ b/content/curated_resources/who-would-have-thought-that-we-needed-an.md @@ -0,0 +1,46 @@ +{ + "timestamp": "12/18/2024 6:26:37", + "title": "Who Would Have Thought That We Needed Another Listserv?", + "link_to_resource": "https://scholarlykitchen.sspnet.org/2024/02/05/who-would-have-thought-that-we-needed-another-listserv/?informz=1&nbd=71d80b9e-1945-4b39-a9e3-7c818b23e162&nbd_source=informz", + "creators": [ + "Rick Anderson" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "About two months ago, I published an interview with Richard Poynder in which he discussed his recent announcement that he was \u201csigning off from reporting on open access,\u201d because \u201cthe movement has failed and is being rebranded in order to obscure the failure.\u201d The interview generated lots of comments, and after watching and participating in that discussion, I added an additional comment of my own, observing that I was \u201cgetting the feeling that this post has emboldened some people to speak out who might not have felt able to do so before. And this leads me to wonder: who might be interested in the creation of a forum for multi-perspective, real-time discussion of OA and related issues?\u201d", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication" + ], + "FORRT_clusters": [ + "Open Data and Materials", + "Academic Life and Culture" + ], + "tags": [ + "Authors", + "Business Models", + "Commerce", + "Controversial Topics", + "Economics", + "Experimentation", + "Open Access" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/why-an-entire-field-of-psychology-is-in.md b/content/curated_resources/why-an-entire-field-of-psychology-is-in.md new file mode 100644 index 00000000000..78d9e468b15 --- /dev/null +++ b/content/curated_resources/why-an-entire-field-of-psychology-is-in.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-14T11:13:50.654Z", + "title": "Why an Entire Field of Psychology Is in Trouble", + "link_to_resource": "https://www.youtube.com/watch?v=2MDNvKXdLEM", + "creators": [ + "SciShow/Michael Aranda" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Video" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "A video about psychology being trouble", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge" + ], + "tags": [ + "Video" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/why-and-how-to-use-pre-analysis-plans.md b/content/curated_resources/why-and-how-to-use-pre-analysis-plans.md new file mode 100644 index 00000000000..5c663dfbd52 --- /dev/null +++ b/content/curated_resources/why-and-how-to-use-pre-analysis-plans.md @@ -0,0 +1,46 @@ +{ + "timestamp": "10/30/2023 12:41:20", + "title": "Why and How to Use Pre-Analysis Plans", + "link_to_resource": "https://doi.org/10.2139/ssrn.4307172", + "creators": [ + "David Yokum", + "Jake Bowers" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "We describe what is a pre-analysis plan (PAP) and why you should use one. We emphasize the potential political uses of PAPs and, in particular, how the PAP is in this respect a uniquely powerful tool for increasing the likelihood that evidence informs policy-making.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Pre-analysis plans", + "Preregistration", + "Open Science", + "Motivated Reasoning", + "Policy" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Understanding the types of preregistration and writing one., Purpose of pre-analysis planning", + "doi": "10.2139/ssrn.4307172", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/why-hypothesis-testers-should-spend-less.md b/content/curated_resources/why-hypothesis-testers-should-spend-less.md new file mode 100644 index 00000000000..1382919d989 --- /dev/null +++ b/content/curated_resources/why-hypothesis-testers-should-spend-less.md @@ -0,0 +1,52 @@ +{ + "timestamp": "9/25/2023 14:57:16", + "title": "Why Hypothesis Testers Should Spend Less Time Testing Hypotheses", + "link_to_resource": "https://doi.org/10.1177%2F1745691620966795", + "creators": [ + "Anne M. Scheel", + "Leonid Tiokhin", + "Peder M. Isager", + "Dani\u00ebl Lakens" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "For almost half a century, Paul Meehl educated psychologists about how the mindless use of null-hypothesis significance tests made research on theories in the social sciences basically uninterpretable. In response to the replication crisis, reforms in psychology have focused on formalizing procedures for testing hypotheses. These reforms were necessary and influential. However, as an unexpected consequence, psychological scientists have begun to realize that they may not be ready to test hypotheses. Forcing researchers to prematurely test hypotheses before they have established a sound \u201cderivation chain\u201d between test and theory is counterproductive. Instead, various nonconfirmatory research activities should be used to obtain the inputs necessary to make hypothesis tests informative. Before testing hypotheses, researchers should spend more time forming concepts, developing valid measures, establishing the causal relationships between concepts and the functional form of those relationships, and identifying boundary conditions and auxiliary assumptions. Providing these inputs should be recognized and incentivized as a crucial goal in itself. In this article, we discuss how shifting the focus to nonconfirmatory research can tie together many loose ends of psychology\u2019s reform movement and help us to develop strong, testable theories, as Paul Meehl urged.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Education", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Exploratory Research", + "Hypothesis Testing", + "Replication Crisis" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Structures and incentives in academia", + "doi": "10.1177%2F1745691620966795", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/why-most-discovered-true-associations-ar.md b/content/curated_resources/why-most-discovered-true-associations-ar.md new file mode 100644 index 00000000000..1673e5e65df --- /dev/null +++ b/content/curated_resources/why-most-discovered-true-associations-ar.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-05T19:20:42.716Z", + "title": "Why Most Discovered True Associations Are Inflated", + "link_to_resource": "https://doi.org/10.1097/EDE.0b013e31818131e7", + "creators": [ + "John P A Ioannidis" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Newly discovered true (non-null) associations often have inflated effects compared with the true effect sizes. I discuss here the main reasons for this inflation. First, theoretical considerations prove that when true discovery is claimed based on crossing a threshold of statistical significance and the discovery study is underpowered, the observed effects are expected to be inflated. This has been demonstrated in various fields ranging from early stopped clinical trials to genome-wide associations. Second, flexible analyses coupled with selective reporting may inflate the published discovered effects. The vibration ratio (the ratio of the largest vs. smallest effect on the same association approached with different analytic choices) can be very large. Third, effects may be inflated at the stage of interpretation due to diverse conflicts of interest. Discovered effects are not always inflated, and under some circumstances may be deflated-for example, in the setting of late discovery of associations in sequentially accumulated overpowered evidence, in some types of misclassification from measurement error, and in conflicts causing reverse biases. Finally, I discuss potential approaches to this problem. These include being cautious about newly discovered effect sizes, considering some rational down-adjustment, using analytical methods that correct for the anticipated inflation, ignoring the magnitude of the effect (if not necessary), conducting large studies in the discovery phase, using strict protocols for analyses, pursuing complete and transparent reporting of all results, placing emphasis on replication, and being fair with interpretation of results", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1097/EDE.0b013e31818131e7", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/why-most-of-psychology-is-statistically.md b/content/curated_resources/why-most-of-psychology-is-statistically.md new file mode 100644 index 00000000000..386ad4c8457 --- /dev/null +++ b/content/curated_resources/why-most-of-psychology-is-statistically.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-06-08T18:31:05.327Z", + "title": "Why most of psychology is statistically unfalsifiable", + "link_to_resource": "https://github.com/richarddmorey/psychology_resolution/blob/master/paper/response.pdf", + "creators": [ + "Richard Morey and Daniel Lakens" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Low power in experimental psychology is an oft-discussed problem. We show in the context of the Replicability Project: Psychology (Open Science Collaboration, 2015) that sample sizes are so small in psychology that often one cannot detect even large differences between studies. High-powered replications cannot answer this problem, because the power to find differences in results from a previous study is limited by the sample size in the original study. This is not simply a problem with replications; cumulative science, which critically depends on assessing differences between results published in the literature, is practically impossible with typical sample sizes in experimental psychology. We diagnose misconceptions about power and suggest a solution to increase the resolution of published results", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/why-most-published-research-findings-are.md b/content/curated_resources/why-most-published-research-findings-are.md new file mode 100644 index 00000000000..5ca2282a423 --- /dev/null +++ b/content/curated_resources/why-most-published-research-findings-are.md @@ -0,0 +1,39 @@ +{ + "timestamp": "2020-05-26T15:58:40.309Z", + "title": "Why most published research findings are false", + "link_to_resource": "https://doi.org/10.1371/journal.pmed.0020124", + "creators": [ + "John Ioannidis" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "There is increasing concern that most current published research findings are false. The probability that a research claim is true may depend on study power and bias, the number of other studies on the same question, and, importantly, the ratio of true to no relationships among the relationships probed in each scientific field. In this framework, a research finding is less likely to be true when the studies conducted in a field are smaller; when effect sizes are smaller; when there is a greater number and lesser preselection of tested relationships; where there is greater flexibility in designs, definitions, outcomes, and analytical modes; when there is greater financial and other interest and prejudice; and when more teams are involved in a scientific field in chase of statistical significance. Simulations show that for most study designs and settings, it is more likely for a research claim to be false than true. Moreover, for many current scientific fields, claimed research findings may often be simply accurate measures of the prevailing bias. In this essay, I discuss the implications of these problems for the conduct and interpretation of research.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "Meta-research", + "doi": "10.1371/journal.pmed.0020124", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/why-nasa-and-federal-agencies-are-declar.md b/content/curated_resources/why-nasa-and-federal-agencies-are-declar.md new file mode 100644 index 00000000000..c51967ce91e --- /dev/null +++ b/content/curated_resources/why-nasa-and-federal-agencies-are-declar.md @@ -0,0 +1,48 @@ +{ + "timestamp": "10/9/2023 13:04:12", + "title": "Why NASA and federal agencies are declaring this the Year of Open Science", + "link_to_resource": "https://doi.org/10.1038/d41586-023-00019-y", + "creators": [ + "Chelle Gentemann" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "I\u2019m thrilled to be the Transform to Open Science lead for NASA, which has a 60-year legacy of pushing the limits of how science is used to understand the Universe, planetary systems and life on Earth. Much of NASA\u2019s success can be attributed to a culture of openness for the public good. Since the 1990s, the agency has been a leading advocate for full and open access to data and algorithms.\n\nThat culture is needed now more than ever. Humanity is facing many intersecting challenges, from the COVID-19 pandemic to climate change and food and water insecurity. To combat them, we must find breakthroughs faster, increase interdisciplinary expertise and improve how we translate research findings into action. This will require a fundamental shift: from simply sharing results in journal articles to collaborating openly, publishing reproducible results and implementing full inclusivity and transparency.\n\nTo catalyse this shift, on 11 January the US White House \u2014 joined by 10 federal agencies, a coalition of more than 85 universities, and other organizations \u2014 declared 2023 to be the Year of Open Science.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Administrator", + "Librarian", + "researcher" + ], + "subject_areas": [ + "Applied Science", + "Math & Statistics", + "Physical Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Year of Open Science", + "NASA", + "Federal Research" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Socially Responsible Research", + "doi": "10.1038/d41586-023-00019-y", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/why-p-048-should-be-rare-and-why-this-fe.md b/content/curated_resources/why-p-048-should-be-rare-and-why-this-fe.md new file mode 100644 index 00000000000..0b3ab15785c --- /dev/null +++ b/content/curated_resources/why-p-048-should-be-rare-and-why-this-fe.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-05-09T07:42:17.421Z", + "title": "why p = .048 should be rare (and why this feels counterintuitive)", + "link_to_resource": "http://sometimesimwrong.typepad.com/wrong/2015/06/why-p-048-should-be-rare-and-why-this-feels-counterintuitive.html", + "creators": [ + "Simine Vazire" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "This post discusses the why p value around .048 should be rare", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Researcher" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Blog" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen).", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/why-preregistration-makes-me-nervous.md b/content/curated_resources/why-preregistration-makes-me-nervous.md new file mode 100644 index 00000000000..61521b17e6b --- /dev/null +++ b/content/curated_resources/why-preregistration-makes-me-nervous.md @@ -0,0 +1,54 @@ +{ + "timestamp": "10/10/2023 13:45:16", + "title": "Why Preregistration Makes Me Nervous", + "link_to_resource": "https://www.psychologicalscience.org/observer/why-preregistration-makes-me-nervous", + "creators": [ + "Susan Goldin-Meadow" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional", + "Career /Technical", + "Adult Education" + ], + "abstract": "I must admit that when I first heard of the effort to get psychological scientists to preregister their studies (that is, to submit to a journal a study\u2019s hypotheses and a plan for how the data will be analyzed before that study has been run), I had a moment of panic. It seemed, on the surface, entirely too regulated for my tastes. I have since calmed down and now see the usefulness of preregistration \u2014 indeed, APS has been at the forefront of encouraging preregistration to make our science more transparent and reliable. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher", + "Librarian" + ], + "subject_areas": [ + "Applied Science", + "Arts and Humanities", + "Business and Communication", + "Career and Technical Education", + "Education", + "English Language Arts", + "History", + "Law", + "Life Science", + "Math & Statistics", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Preregistration", + "Badges" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Preregistration", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/why-psychologists-food-fight-matters.md b/content/curated_resources/why-psychologists-food-fight-matters.md new file mode 100644 index 00000000000..fd6d8d9d1df --- /dev/null +++ b/content/curated_resources/why-psychologists-food-fight-matters.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-06-09T16:33:06.121Z", + "title": "Why Psychologists\u2019 Food Fight Matters", + "link_to_resource": "https://slate.com/technology/2014/07/replication-controversy-in-psychology-bullying-file-drawer-effect-blog-posts-repligate.html", + "creators": [ + "Michelle N.Meyer and Christopher Chabris" + ], + "material_type": [ + "Blog" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "\u201cImportant findings\u201d haven\u2019t been replicated, and science may have to change its ways.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Preregistration" + ], + "tags": [ + "Blog", + "Open Science", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Pre-analysis Planning", + "forrt_sub_clusters": "Purpose of pre-analysis planning", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/why-psychologists-must-change-the-way-th.md b/content/curated_resources/why-psychologists-must-change-the-way-th.md new file mode 100644 index 00000000000..00098bd62a1 --- /dev/null +++ b/content/curated_resources/why-psychologists-must-change-the-way-th.md @@ -0,0 +1,48 @@ +{ + "timestamp": "2020-05-31T18:27:55.576Z", + "title": "Why psychologists must change the way they analyze their data: The case of psi: Comment on Bem (2011).", + "link_to_resource": "https://doi.org/10.1037/a0022790", + "creators": [ + "Wagenmakers", + "E.-J.", + "Wetzels", + "R.", + "Borsboom", + "D.", + "& van der Maas", + "H. L. J." + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Does psi exist? D. J. Bem (2011) conducted 9 studies with over 1,000 participants in an attempt to demonstrate that future events retroactively affect people's responses. Here we discuss several limitations of Bem's experiments on psi; in particular, we show that the data analysis was partly exploratory and that one-sided p values may overstate the statistical evidence against the null hypothesis. We reanalyze Bem's data with a default Bayesian t test and show that the evidence for psi is weak to nonexistent. We argue that in order to convince a skeptical audience of a controversial claim, one needs to conduct strictly confirmatory studies and analyze the results with statistical tests that are conservative rather than liberal. We conclude that Bem's p values do not indicate evidence in favor of precognition; instead, they indicate that experimental psychologists need to change the way they conduct their experiments and analyze their data", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research", + "forrt_sub_clusters": "The politics of replicating famous studies, Conducting replication studies; challenges, limitations, and comparisons with the original study", + "doi": "10.1037/a0022790", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/why-summaries-of-research-on-psychologic.md b/content/curated_resources/why-summaries-of-research-on-psychologic.md new file mode 100644 index 00000000000..db00e3a532a --- /dev/null +++ b/content/curated_resources/why-summaries-of-research-on-psychologic.md @@ -0,0 +1,42 @@ +{ + "timestamp": "2020-06-03T20:40:01.843Z", + "title": "Why Summaries of Research on Psychological Theories are Often Uninterpretable", + "link_to_resource": "https://doi.org/10.2466/pr0.1990.66.1.195", + "creators": [ + "Paul Meehl" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Null hypothesis testing of correlational predictions from weak substantive theories in soft psychology is subject to the influence of ten obfuscating factors whose effects are usually (1) sizeable, (2) opposed, (3) variable, and (4) unknown. The net epistemic effect of these ten obfuscating influences is that the usual research literature review is well-nigh uninterpretable. Major changes in graduate education, conduct of research, and editorial policy are proposed.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Replication Research" + ], + "tags": [ + "Reproducibility Crisis and Credibility Revolution", + "Open Science" + ], + "forrt_clusters_new": "Replication and meta-research, Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Questionable research practices & their prevalence, Meta-research", + "doi": "10.2466/pr0.1990.66.1.195", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/wide-open-accelerating-public-data-relea.md b/content/curated_resources/wide-open-accelerating-public-data-relea.md new file mode 100644 index 00000000000..63658808d37 --- /dev/null +++ b/content/curated_resources/wide-open-accelerating-public-data-relea.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "Wide-Open: Accelerating public data release by automating detection of overdue datasets", + "link_to_resource": "https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.2002477", + "creators": [ + "Bill Howe", + "Hoifung Poon", + "Maxim Grechkin" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Open data is a vital pillar of open science and a key enabler for reproducibility, data reuse, and novel discoveries. Enforcement of open-data policies, however, largely relies on manual efforts, which invariably lag behind the increasingly automated generation of biological data. To address this problem, we developed a general approach to automatically identify datasets overdue for public release by applying text mining to identify dataset references in published articles and parse query results from repositories to determine if the datasets remain private. We demonstrate the effectiveness of this approach on 2 popular National Center for Biotechnology Information (NCBI) repositories: Gene Expression Omnibus (GEO) and Sequence Read Archive (SRA). Our Wide-Open system identified a large number of overdue datasets, which spurred administrators to respond directly by releasing 400 datasets in one week.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Biology" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Archives", + "Biotechnology", + "Data", + "Data Mining", + "Gene Expression", + "Open Data", + "Sequence Databases", + "Text Mining", + "Web-based Applications" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis, FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Tools to check yourself and others", + "doi": "10.1371/journal.pbio.2002477", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/will-funders-have-the-patience-to-reform.md b/content/curated_resources/will-funders-have-the-patience-to-reform.md new file mode 100644 index 00000000000..45cd81b0608 --- /dev/null +++ b/content/curated_resources/will-funders-have-the-patience-to-reform.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2/13/2025 10:25:18", + "title": "Will Funders Have The Patience to Reform Science?", + "link_to_resource": "https://www.macroscience.org/p/will-funders-have-the-patience-to", + "creators": [ + "Tim Hwang" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Discussions about metascience are frequently not about science, but about money. From reforming grantmaking regimes to new frameworks for evaluating the impact of funding, much of the science reform agenda focuses on how to allocate dollars to good ideas faster and more effectively. ", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Business and Communication", + "Social Science" + ], + "FORRT_clusters": [ + "Academic Life and Culture" + ], + "tags": [ + "Metascience", + "Funding", + "Grants", + "Funder Behaviour" + ], + "forrt_clusters_new": "Academic Structures and Institutions", + "forrt_sub_clusters": "Research assessment, proposals, and reforms, Structures and incentives in academia", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/willingness-to-share-research-data-is-re.md b/content/curated_resources/willingness-to-share-research-data-is-re.md new file mode 100644 index 00000000000..95d0162951b --- /dev/null +++ b/content/curated_resources/willingness-to-share-research-data-is-re.md @@ -0,0 +1,43 @@ +{ + "timestamp": "2020-05-23T02:57:51.044Z", + "title": "Willingness to share research data is related to the strength of the evidence and the quality of reporting of statistical results", + "link_to_resource": "https://doi.org/10.1371/journal.pone.0026828", + "creators": [ + "Jelte M. Wicherts", + "Marjan Bakker", + "Dylan Molenaar" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Background: The widespread reluctance to share published research data is often hypothesized to be due to the authors\u2019 fear that reanalysis may expose errors in their work or may produce conclusions that contradict their own. However, these hypotheses have not previously been studied systematically. Methods and Findings: We related the reluctance to share research data for reanalysis to 1148 statistically significant results reported in 49 papers published in two major psychology journals. We found the reluctance to share data to be associated with weaker evidence (against the null hypothesis of no effect) and a higher prevalence of apparent errors in the reporting of statistical results. The unwillingness to share data was particularly clear when reporting errors had a bearing on statistical significance. Conclusions: Our findings on the basis of psychological papers suggest that statistical results are particularly hard to verify when reanalysis is more likely to lead to contrasting conclusions. This highlights the importance of establishing mandatory data archiving policies.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Social Science" + ], + "FORRT_clusters": [ + "Open Data and Materials" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Reasons to share data and materials, Reasons not to share: Privacy and security considerations", + "doi": "10.1371/journal.pone.0026828", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/with-low-power-comes-low-credibility-tow.md b/content/curated_resources/with-low-power-comes-low-credibility-tow.md new file mode 100644 index 00000000000..672f26e59ff --- /dev/null +++ b/content/curated_resources/with-low-power-comes-low-credibility-tow.md @@ -0,0 +1,41 @@ +{ + "timestamp": "2/6/2025 10:10:43", + "title": "With Low Power Comes Low Credibility? Toward a Principled Critique of Results From Underpowered Tests", + "link_to_resource": "http://dx.doi.org/10.1177/25152459241296397", + "creators": [ + "Lukas L. Lengersdorff and Claus Lamm" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Researchers should be motivated to adequately power statistical tests because tests with low power have a low probability of detecting true effects. However, it is also often claimed that significant results obtained by underpowered tests are less likely to reflect a true effect. Here, we critically discuss this \u201clow-power/low-credibility\u201d (LPLC) critique from both frequentist and Bayesian perspectives. Although the LPLC critique is first and foremost a critique of frequentist tests, it is itself not consistent with frequentist theory. In particular, it demands that researchers have some information on the probability that a hypothesis is true before they test it. However, such prior probabilities are dismissed as meaningless in frequentist inference, and we demonstrate that they cannot be meaningfully introduced into frequentist thinking. Even when adopting a Bayesian perspective, however, significant results from tests with low power can provide a nonnegligible amount of support for the tested hypothesis. We conclude that even though low power reduces the chances to obtain significant findings, there is little justification to dismiss already obtained significant findings on the basis of low power alone. However, concerns about low power might often reflect suspicions that findings were produced by questionable research practices. If this is the case, we suggest that communicating these issues transparently rather than using low power as a proxy concern will be more appropriate. We conclude by providing suggestions on how results from tests with low power can be critiqued for the correct reasons and in a constructive manner.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "Inference\nQuestionable Research Practices", + "Power" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge, Replication Crisis and Credibility Revolution, Research Integrity, Replication and meta-research", + "forrt_sub_clusters": "Questionable Research Practices and Responsible Research Practices, The logic of null hypothesis testing, p-values, Type I and II errors (and when and why they might happen)., Limitations and benefits of NHST, Bayesian & Likelihood approaches., Meta-research, Effect sizes, statistical power, simulations, & confidence intervals., Questionable research practices & their prevalence", + "doi": "10.1177/25152459241296397", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/workflow-for-awarding-badges.md b/content/curated_resources/workflow-for-awarding-badges.md new file mode 100644 index 00000000000..90f966d8277 --- /dev/null +++ b/content/curated_resources/workflow-for-awarding-badges.md @@ -0,0 +1,48 @@ +{ + "timestamp": "01/01/2020", + "title": "Workflow for Awarding Badges", + "link_to_resource": "https://www.youtube.com/watch?v=CfPG3E3Dcq4", + "creators": [ + "Center for Open Science" + ], + "material_type": [ + "Lecture" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Badges are a great way to signal that a journal values transparent research practices. Readers see the papers that have underlying data or methods available, colleagues see that norms are changing within a community and have ample opportunities to emulate better practices, and authors get recognition for taking a step into new techniques. In this webinar, Professor Stephen Lindsay of University of Victoria discusses the workflow of a badging program, eligibility for badge issuance, and the pitfalls to avoid in launching a badging program. Visit cos.io/badges to learn more.", + "language": [ + "English" + ], + "conditions_of_use": "Creative Commons Attribution 4.0 International", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Computer Science", + "Information Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Data", + "Education", + "Materials", + "Open Scholarship Tools and Technologies", + "OSF", + "Publishing", + "Reproducibility", + "Research Data Management Tools", + "Researchers" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "Proposed science improvement initiatives on statistics, measurement, teaching, data sharing, code sharing, pre-registration, & replication", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/writing-a-data-management-plan-for-grant.md b/content/curated_resources/writing-a-data-management-plan-for-grant.md new file mode 100644 index 00000000000..a457931a2a9 --- /dev/null +++ b/content/curated_resources/writing-a-data-management-plan-for-grant.md @@ -0,0 +1,45 @@ +{ + "timestamp": "01/01/2020", + "title": "Writing a Data Management Plan for Grant Applications", + "link_to_resource": "https://nyu-dataservices.github.io/WritingDMP-GrantApplications/#/", + "creators": [ + "Nick Wolf", + "Vicky Steeves" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "A class covering the basics of writing a successful data management plan for federal funding agencies such as the NEH, NSF, NIH, NASA, and others.", + "language": [ + "English" + ], + "conditions_of_use": "cc-by-nc", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Applied Science", + "Life Science", + "Physical Science", + "Social Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Data", + "Open Scholarship Guidelines", + "Research Data Management", + "Researchers" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Research data management", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/writing-reproducible-geoscience-papers-u.md b/content/curated_resources/writing-reproducible-geoscience-papers-u.md new file mode 100644 index 00000000000..b9b0124e5aa --- /dev/null +++ b/content/curated_resources/writing-reproducible-geoscience-papers-u.md @@ -0,0 +1,53 @@ +{ + "timestamp": "01/01/2020", + "title": "Writing reproducible geoscience papers using R Markdown, Docker, and GitLab", + "link_to_resource": "https://vickysteeves.gitlab.io/repro-papers/", + "creators": [ + "Daniel N\u00fcst", + "Edzer Pebesma", + "Markus Konkol", + "R\u00e9mi Rampin", + "Vicky Steeves" + ], + "material_type": [ + "Activity/Lab" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "Reproducibility is unquestionably at the heart of science. Scientists face numerous challenges in this context, not least the lack of concepts, tools, and workflows for reproducible research in today's curricula.This short course introduces established and powerful tools that enable reproducibility of computational geoscientific research, statistical analyses, and visualisation of results using R (http://www.r-project.org/) in two lessons:1. Reproducible Research with R MarkdownOpen Data, Open Source, Open Reviews and Open Science are important aspects of science today. In the first lesson, basic motivations and concepts for reproducible research touching on these topics are briefly introduced. During a hands-on session the course participants write R Markdown (http://rmarkdown.rstudio.com/) documents, which include text and code and can be compiled to static documents (e.g. HTML, PDF).R Markdown is equally well suited for day-to-day digital notebooks as it is for scientific publications when using publisher templates.2. GitLab and DockerIn the second lesson, the R Markdown files are published and enriched on an online collaboration platform. Participants learn how to save and version documents using GitLab (http://gitlab.com/) and compile them using Docker containers (https://docker.com/). These containers capture the full computational environment and can be transported, executed, examined, shared and archived. Furthermore, GitLab's collaboration features are explored as an environment for Open Science.Prerequisites: Participants should install required software (R, RStudio, a current browser) and register on GitLab (https://gitlab.com) before the course.This short course is especially relevant for early career scientists (ECS).Participants are welcome to bring their own data and R scripts to work with during the course.All material by the conveners will be shared publicly via OSF (https://osf.io/qd9nf/).", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "student", + "teacher" + ], + "subject_areas": [ + "Physical Science" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Analysis", + "Docker", + "Geosciences", + "GitLab", + "Open Scholarship Tools and Technologies", + "Publishing", + "R", + "Reproducibility", + "Research Data Management Tools", + "Researchers", + "RMarkdown", + "RStudio" + ], + "forrt_clusters_new": "Transparency and reproducibility in computation and analysis", + "forrt_sub_clusters": "Computational reproducibility", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/you-are-not-so-smart.md b/content/curated_resources/you-are-not-so-smart.md new file mode 100644 index 00000000000..4d449243df3 --- /dev/null +++ b/content/curated_resources/you-are-not-so-smart.md @@ -0,0 +1,46 @@ +{ + "timestamp": "2020-05-16T11:19:55.592Z", + "title": "You are not so smart", + "link_to_resource": "https://youarenotsosmart.com/2017/07/19/yanss-100-the-replication-crisis/", + "creators": [ + "David McRaney" + ], + "material_type": [ + "Student Guide", + "Teaching/Learning Strategy", + "Podcast" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Psychology is working on the hardest problems in all of science. Physics, astronomy, geology \u2014 those are easy, by comparison. Understanding consciousness, willpower, ideology, social change \u2013 there\u2019s a larger-than-Large-Hadron-Collider level of difficulty to each one of these, but since these are more relatable ideas than quarks and bosons and mass coronal ejections \u2014 this a science about our minds and selves \u2014 it\u2019s easier to create eye-catching headlines and, well, to make podcasts about them. This is the problem. Because the system for distributing the findings of science is based on publication within journals, which themselves are often depend on the interest of the general media, all the biases that come with that system and media consumption in general are now causing the sciences that are most interesting to the public to get tainted by that interest. As you will hear in this episode, one of the most famous and most talked-about phenomena in recent psychological history, ego depletion, hasn\u2019t been doing so well in replication attempts. In the show, journalist Daniel Engber who wrote an article for Slate about the failure to replicate many of the famous ego depletion experiments will detail what this means for the science and the scientists involved. Also, you\u2019ll hear from psychologist Brain Nosek, who says, \u201cScience is wrong about everything, but you can trust it more than anything.\u201d Nosek is director of the Center for Open Science, an organization working to correct what they see as the temporarily wayward path of psychology. Nosek recently lead a project in which 270 scientists sought to replicate 100 different studies in psychology, all published in 2008 \u2014 97 of which claimed to have found significant results \u2014 and in the end, two-thirds failed to replicate. Clearly, some sort of course correction is in order. There is now a massive effort underway sort out what is being called the replication crisis. Much of the most headline-producing research in the last 20 years isn\u2019t standing up to attempts to reproduce its findings. Nosek wants to clean up the processes that have lead to this situation, and in this episode, you\u2019ll learn how he and others plan to do so.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Applied Science", + "Social Science" + ], + "FORRT_clusters": [ + "Reproducibility and Replicability Knowledge", + "Reproducible Analyses", + "Preregistration", + "Open Data and Materials", + "Replication Research" + ], + "tags": [ + "Podcast", + "Reproducibility Crisis and Credibility Revolution" + ], + "forrt_clusters_new": "Replication Crisis and Credibility Revolution", + "forrt_sub_clusters": "History of the replication crisis & credibility revolution", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/you-cannot-step-into-the-same-river-twic.md b/content/curated_resources/you-cannot-step-into-the-same-river-twic.md new file mode 100644 index 00000000000..41c3559557f --- /dev/null +++ b/content/curated_resources/you-cannot-step-into-the-same-river-twic.md @@ -0,0 +1,40 @@ +{ + "timestamp": "2020-06-04T19:34:14.528Z", + "title": "You Cannot Step Into the Same River Twice: When Power Analyses Are Optimistic", + "link_to_resource": "https://doi.org/10.1177/1745691614548513", + "creators": [ + "Blakeley B McShane", + "Ulf B\u00f6ckenholt" + ], + "material_type": [ + "Primary Source", + "Reading", + "Paper" + ], + "education_level": [ + "College / Upper Division (Undergraduates)" + ], + "abstract": "Statistical power depends on the size of the effect of interest. However, effect sizes are rarely fixed in psychological research: Study design choices, such as the operationalization of the dependent variable or the treatment manipulation, the social context, the subject pool, or the time of day, typically cause systematic variation in the effect size. Ignoring this between-study variation, as standard power formulae do, results in assessments of power that are too optimistic. Consequently, when researchers attempting replication set sample sizes using these formulae, their studies will be underpowered and will thus fail at a greater than expected rate. We illustrate this with both hypothetical examples and data on several well-studied phenomena in psychology. We provide formulae that account for between-study variation and suggest that researchers set sample sizes with respect to our generally more conservative formulae. Our formulae generalize to settings in which there are multiple effects of interest. We also introduce an easy-to-use website that implements our approach to setting sample sizes. Finally, we conclude with recommendations for quantifying between-study variation.", + "language": [ + "English" + ], + "conditions_of_use": "I don't see any of these", + "primary_user": [ + "Student" + ], + "subject_areas": [ + "Math & Statistics" + ], + "FORRT_clusters": [ + "Conceptual and Statistical Knowledge" + ], + "tags": [ + "" + ], + "forrt_clusters_new": "Conceptual and Statistical Knowledge", + "forrt_sub_clusters": "Effect sizes, statistical power, simulations, & confidence intervals., Research design, sampling methods, & its implications for inferences.", + "doi": "10.1177/1745691614548513", + "in-clusters": true, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/your-questions-answered-how-to-retain-co.md b/content/curated_resources/your-questions-answered-how-to-retain-co.md new file mode 100644 index 00000000000..920c7fd2654 --- /dev/null +++ b/content/curated_resources/your-questions-answered-how-to-retain-co.md @@ -0,0 +1,43 @@ +{ + "timestamp": "6/27/2023 14:45:33", + "title": "Your Questions Answered: How to Retain Copyright While Others Distribute and Build Upon Your Work", + "link_to_resource": "https://www.youtube.com/watch?v=CspRk3hBE6c", + "creators": [ + "Joanna Schimizzi", + "Brandon Butler", + "and Becca Neel" + ], + "material_type": [ + "Lesson" + ], + "education_level": [ + "Graduate / Professional" + ], + "abstract": "In this webinar, a panel discusses licensing options, fundamentals in choosing a license for your research, and answers questions about licensing scholarship. The panel consists of moderator Joanna Schimizzi, Professional Learning Specialist at the Institute for the Study of Knowledge Management in Education, along with panelists Brandon Butler, Director of Information Policy, University of Virginia Library and Becca Neel, Assistant Director for Resource Management & User Experience, University of Southern Indiana for an informative discussion on licensing your research. Accessible and further resources for this event are available on OSF: https://osf.io/s4wdf/", + "language": [ + "English" + ], + "conditions_of_use": "cc-by", + "primary_user": [ + "" + ], + "subject_areas": [ + "Education" + ], + "FORRT_clusters": [ + "" + ], + "tags": [ + "Licensing", + "Open Science", + "OSF", + "Scholarly Communication", + "Scholarship" + ], + "forrt_clusters_new": "Publication Sharing, FAIR data and materials", + "forrt_sub_clusters": "Licenses and reuse, Rights retention strategies", + "doi": "", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/curated_resources/zootraits-an-r-shiny-app-for-exploring-a.md b/content/curated_resources/zootraits-an-r-shiny-app-for-exploring-a.md new file mode 100644 index 00000000000..bf7ca559a0b --- /dev/null +++ b/content/curated_resources/zootraits-an-r-shiny-app-for-exploring-a.md @@ -0,0 +1,55 @@ +{ + "timestamp": "1/16/2025 3:58:14", + "title": "ZooTraits: An R shiny app for exploring animal trait data for ecological and evolutionary research", + "link_to_resource": "https://doi.org/10.1002/ece3.11334", + "creators": [ + "Thiago Gon\u00e7alves\u2010Souza", + "Beatriz Milz", + "Nathan J Sanders", + "Peter B Reich", + "Brian Maitner", + "Leonardo S Chaves", + "Gabriel X Boldorini", + "Nat\u00e1lia Ferreira", + "Reginaldo A F Gusm\u00e3o", + "Phamela Bernardes Per\u00f4nico", + "Fabr\u00edcio B Teresa", + "Mar\u00eda Natalia Uma\u00f1a" + ], + "material_type": [ + "Reading" + ], + "education_level": [ + "College / Upper Division (Undergraduates)", + "Graduate / Professional" + ], + "abstract": "Animal trait data are scattered across several datasets, making it challenging to compile and compare trait information across different groups. For plants, the TRY database has been an unwavering success for those ecologists interested in addressing how plant traits influence a wide variety of processes and patterns, but the same is not true for most animal taxonomic groups. Here, we introduce ZooTraits, a Shiny app designed to help users explore and obtain animal trait data for research in ecology and evolution. ZooTraits was developed to tackle the challenge of finding in a single site information of multiple trait datasets and facilitating access to traits by providing an easy\u2010to\u2010use, open\u2010source platform. This app combines datasets centralized in the Open Trait Network, raw data from the AnimalTraits database, and trait information for animals compiled by Gon\u00e7alves\u2010Souza et al. (2023, Ecology and Evolution 13, e10016). Importantly, the ZooTraits app can be accessed freely and provides a user\u2010friendly interface through three functionalities that will allow users to easily visualize, compare, download, and upload trait data across the animal tree of life\u2014ExploreTrait, FeedTrait, and GetTrait. By using ExploreTrait and GetTrait, users can explore, compare, and extract 3954 trait records from 23,394 species centralized in the Open Traits Network, and trait data for ~2000 species from the AnimalTraits database. The app summarizes trait information for numerous taxonomic groups within the Animal Kingdom, encompassing data from diverse aquatic and terrestrial ecosystems and various geographic regions worldwide. Moreover, ZooTraits enables researchers to upload trait information, serving as a hub for a continually expanding global trait database. By promoting the centralization of trait datasets and offering a platform for data sharing, ZooTraits is facilitating advancements in trait\u2010based ecological and evolutionary studies. We hope that other trait databases will evolve to mirror the approach we have outlined here.", + "language": [ + "English" + ], + "conditions_of_use": "CC BY", + "primary_user": [ + "Student", + "Teacher" + ], + "subject_areas": [ + "Life Science", + "Physical Science" + ], + "FORRT_clusters": [ + "Reproducible Analyses", + "Open Data and Materials" + ], + "tags": [ + "Animal Trait Database", + "Open Science", + "Raunki\u00e6ran Shortfall", + "Trait-Based Ecology" + ], + "forrt_clusters_new": "FAIR data and materials", + "forrt_sub_clusters": "Repositories, Research data management", + "doi": "10.1002/ece3.11334", + "in-clusters": false, + "pdf name": "", + "apa reference": "" +} \ No newline at end of file diff --git a/content/publications/citation_chart.webp b/content/publications/citation_chart.webp index ae79542877a..ae1ff84f7f3 100644 Binary files a/content/publications/citation_chart.webp and b/content/publications/citation_chart.webp differ diff --git a/content/replication-hub/flora/_index.md b/content/replication-hub/flora/_index.md index edc668bc57b..62240fb3716 100644 --- a/content/replication-hub/flora/_index.md +++ b/content/replication-hub/flora/_index.md @@ -36,12 +36,14 @@ In FLoRA, years of work from a large community of volunteers culminate. If you w **How to cite:** + {{< alert note >}} Wallrich, L.*, & Röseler, L.*, Hartmann, H., Ashcroft-Jones, S., Doetsch, C., Kaiser, L., Schüller, S. M., Aldoh, A., Behbood, H., Elsherif, M. M., Klett, N., Krapp, J., Liu, M., Pavlović, Z., Pennington, C. R., Schütz, A., Seida, C., Siziva, K., Skvortsova, A., Aczel, B., Adelina, N., Agostini, V., Al-Hoorie, A. H., Alarie, S., Albayrak-Aydemir, N., Alzahawi, S., Anvari, F., Arriaga, P., Baker, B. J., Barth, C. L., Bauer, D. J., Becker, R., Beitner, J., Belaus, A., Bhatt, H., Bhogal, J., Boyce, V., Breemer, L., Brick, C., Brohmer, H., Brummernhenrich, B., Budd, E., Butler, A., Casula, A., Chandrashekar, S. P., Chen, S., Chung, K. L., Cockcroft, J. P., Crowe, P., Cummins, J., Daniel, A., Deane, O., Deressa, T. K., Dienlin, T., Diveica, V., Draguns, A., Dumbalska, T., Efendic, E., El Halabi, M., Enright, S., Evans, T. R., Exner, A., Farrar, B. G., Feldman, G., Fillon, A., Floyd, J., Fontana Vieira, F., Frese, J., Förster, N., Gattie, M. C., Gemmecke, C., Genschow, O., Giannouli, V., Gjoneska, B., Gnambs, T., Gourdon-Kanhukamwe, A., Graham, C. J., Greshake Tzovaras, B., Guay, S., Hausenloy, J., Haviva, C., Henderson, E. L., Herderich, A., Hilbert, L., Holgado, D., Hussey, I., Höfer, L., Ilchovska, Z. G., Imada, H., Imwene, P., Izydorczak, K., Jaubert, S., Jeftić, A., Kalandadze, T., Kamermans, K., Karhulahti, V., Kasseckert, L., Kastrinogiannis, A., Klingelhöfer-Jens, M., Kocalar, H. E., Koppel, L., Koppold, A., Korbmacher, M., Kujawa, Z., Kulke, L., Kumar, P., Kuper, N., LaPlume, A. A., Lach, R., Lecuona, O., Lee, J., Leech, G., Leksina, E., Lin, C., Liu, Y., Lohkamp, F., Lou, N. M., Lynott, D., Mackinnon, S., Maier, M., Maiya, S., Makel, M. C., Manrique-Castano, D., Manríquez-Robles, D., Mathes, L., McSharry, D., Meidenbauer, K. L., Meier, M., Micheli, L., Miller, T., Montefinese, M., Moreau, D., Moser, N., Mrkva, K., Murphy, J., Muthu, J., Narkar, N., Nemcova, M., Nádvorník, J., O'Mahoney, R., O'Mahony, A., Oberholzer, Y., Oomen, D., Osano, M., Otstavnov, N., Packheiser, J., Pandey, S., Panton, H., Papenmeier, F., Parsons, S., Paruzel-Czachura, M., Pavlov, Y. G., Pittelkow, M., Plomp, W., Plonski, P. E., Pravednikov, A., Pronizius, E., Pua, A., Pypno-Blajda, K., Rausch, M., Raza, H., Reason, R., Rebholz, T. R., Resulbegoviq, H., Richert, E., Ross, R. M., Russo, S., Röer, J. P., Sandkühler, J. F., Schmidt, K., Sempere, N., Sobolak, R., Sperl, M. F., Stevens, J. R., Stogianni, M., Szekely, R., Tan, A. W., Thürmer, J. L., Tiulpakova, M., Tomczak, J., Tołopiło, A., Tunca, B., Vanpaemel, W., Vaughn, L. A., Verheyen, S., Vineyard, G. H., Weber, L., Weinberg, A., Wingen, S., Wolska, J., Yeung, S. K., Younssi, M., Zaneva, M., Zimmermann, D., Azevedo, F. (2026). FORRT Library of Replication Attempts (FLoRA) [Data set]. OSF. https://doi.org/10.17605/OSF.IO/9R62X * These authors contributed equally to this work. {{< /alert >}} + {{< license type="cc-by" >}} diff --git a/data/featured_resources.json b/data/featured_resources.json index b3b62c772ce..04067d6b075 100644 --- a/data/featured_resources.json +++ b/data/featured_resources.json @@ -14,7 +14,7 @@ "is_oa": true, "oa_url": "https://doi.org/10.1027/2151-2604/a000387", "authors": "Sophia Crüwell, Johnny van Doorn, Alexander Etz, Matthew C. Makel, Hannah Moshontz, Jesse C. Niebaum, Amy Orben, Sam Parsons, Michael Schulte‐Mecklenbeck", - "vote_base": 0, + "vote_base": 2, "recommendations": [ { "name": "The Doctor", @@ -39,7 +39,7 @@ "is_oa": false, "oa_url": "", "authors": "Monya Baker", - "vote_base": 1, + "vote_base": 2, "recommendations": [ { "name": "Jean-Luc Picard", @@ -114,7 +114,7 @@ "is_oa": true, "oa_url": "https://www.ncbi.nlm.nih.gov/pmc/articles/5206685", "authors": "Marc Edwards, Siddhartha Roy", - "vote_base": 0, + "vote_base": 1, "recommendations": [ { "name": "Ellen Ripley", @@ -139,7 +139,7 @@ "is_oa": true, "oa_url": "https://www.ncbi.nlm.nih.gov/pmc/articles/5206685", "authors": "Marc Edwards, Siddhartha Roy", - "vote_base": 0, + "vote_base": 1, "recommendations": [ { "name": "Ellen Ripley", @@ -166,13 +166,13 @@ "is_oa": true, "oa_url": "https://link.springer.com/content/pdf/10.1007/s10654-016-0149-3.pdf", "authors": "Sander Greenland, Stephen Senn, Kenneth J. Rothman, John B. Carlin, Charles Poole, Steven N. Goodman, Douglas G. Altman", - "vote_base": 0, + "vote_base": 1, "recommendations": [ { "name": "Spock", "title": "Science Officer, USS Enterprise", "bio": "Half-Vulcan science officer aboard the USS Enterprise. Dedicated to logic, precision, and the rigorous pursuit of scientific understanding.", - "photo": "/img/featured-recommenders/spock-abd62c23.jpg", + "photo": "", "text": "Dr. McCoy once claimed p=0.06 'proved' his treatment worked. I handed him this guide to 25 common statistical misinterpretations. He called me a 'green-blooded pedant.' He also stopped misreporting his confidence intervals. Fascinating." } ], @@ -191,13 +191,13 @@ "is_oa": true, "oa_url": "https://link.springer.com/content/pdf/10.1007/s10654-016-0149-3.pdf", "authors": "Sander Greenland, Stephen Senn, Kenneth J. Rothman, John B. Carlin, Charles Poole, Steven N. Goodman, Douglas G. Altman", - "vote_base": 0, + "vote_base": 1, "recommendations": [ { "name": "Spock", "title": "Science Officer, USS Enterprise", "bio": "Half-Vulcan science officer aboard the USS Enterprise. Dedicated to logic, precision, and the rigorous pursuit of scientific understanding.", - "photo": "/img/featured-recommenders/spock-abd62c23.jpg", + "photo": "", "text": "Dr. McCoy once claimed p=0.06 'proved' his treatment worked. I handed him this guide to 25 common statistical misinterpretations. He called me a 'green-blooded pedant.' He also stopped misreporting his confidence intervals. Fascinating." } ], @@ -222,7 +222,7 @@ "name": "HAL 9000", "title": "Heuristically Programmed Algorithmic Computer", "bio": "Advanced artificial intelligence aboard the Discovery One. Specializes in computational analysis and ensuring mission parameters are met with perfect accuracy.", - "photo": "/img/featured-recommenders/hal-9000-98c277eb.jpg", + "photo": "", "text": "I'm sorry, Dave, but your neuroscience study is underpowered. This paper confirmed what my circuits already suspected — median power in the field is shockingly low. I cannot allow you to publish with n=12. Open the sample size calculator, Dave." } ], @@ -266,13 +266,13 @@ "is_oa": true, "oa_url": "https://doi.org/10.1177/2515245920965119", "authors": "Lisa M. DeBruine, Dale J. Barr", - "vote_base": 0, + "vote_base": 1, "recommendations": [ { "name": "Data", "title": "Lt. Commander, USS Enterprise-D", "bio": "Android officer serving aboard the USS Enterprise-D. Endlessly curious about the nature of understanding, both computational and human.", - "photo": "/img/featured-recommenders/data-0c85c1fc.jpg", + "photo": "", "text": "Despite possessing a positronic brain capable of 60 trillion operations per second, I still found mixed-effects models confusing until I read this tutorial. The simulation approach finally made random slopes click. If it helped an android, it will help you." } ], @@ -297,7 +297,7 @@ "name": "Sarah Connor", "title": "Resistance Leader", "bio": "Mother, fighter, and strategist. Knows that preparation and understanding your tools are the difference between survival and failure.", - "photo": "/img/featured-recommenders/sarah-connor-cb4a371e.jpg", + "photo": "", "text": "I trained to fight Terminators; now I train researchers to report effect sizes. This primer on Cohen's d and eta-squared is the weapon every scientist needs. If you can't quantify your effect, how do you know you've won the fight?" } ], @@ -318,7 +318,7 @@ "is_oa": true, "oa_url": "https://www.ncbi.nlm.nih.gov/pmc/articles/5206685", "authors": "Marc Edwards, Siddhartha Roy", - "vote_base": 0, + "vote_base": 1, "recommendations": [ { "name": "Ellen Ripley", diff --git a/data/get_involved_projects.json b/data/get_involved_projects.json index 85a46d43672..8d13d0a078b 100644 --- a/data/get_involved_projects.json +++ b/data/get_involved_projects.json @@ -31,7 +31,7 @@ "order": 40, "name": "Re-SearchTerms", "link": "/apps/re-searchterms.html", - "description": "Re-SearchTerms is a Shiny app that helps researchers and educators discover open-science terms and their various definitions. We welcome contributors to help expand the database and refine the interface.", + "description": "Re-SearchTerms is an interactive app that helps researchers and educators explore open-science terms and their various definitions across multiple sources. We welcome contributors to help expand the database, enrich the app's features, and refine the interface.", "slack": "", "contact_name": "Anna Leung", "contact_email": "leung.yi.lmu@gmail.com" @@ -70,7 +70,7 @@ "description": "Team Feedback is developing a community-maintained e-book mapping and critically evaluating feedback mechanisms across disciplines and regions.", "slack": "", "contact_name": "Thomas Rhys-Evans", - "contact_email": "" + "contact_email": "thomas.evans@greenwich.ac.uk" }, { "order": 90, @@ -83,12 +83,12 @@ }, { "order": 100, - "name": "OS Storytelling", + "name": "FORRT Storytelling", "link": "", - "description": "OS Storytelling collects and shares lived experiences of open scholarship to make the human side of doing research visible. We welcome storytellers, editors, and collaborators interested in narrative methods.", + "description": "Telling the story of FORRT in a compelling way to preserve the vision, values, struggles, breakthroughs, and relationships that shaped the FORRT’s trajectory. We welcome storytellers, editors, and collaborators interested in narrative methods.", "slack": "", "contact_name": "Iris Smal", - "contact_email": "" + "contact_email": "i.m.smal@uva.nl" }, { "order": 110, diff --git a/data/pub_cards.json b/data/pub_cards.json index ce4855fd05e..9fac2cf4d23 100644 --- a/data/pub_cards.json +++ b/data/pub_cards.json @@ -42,7 +42,7 @@ "is_oa": false, "oa_url": "", "authors": "Monya Baker", - "vote_base": 1, + "vote_base": 2, "recommendations": [ { "name": "Jean-Luc Picard", @@ -135,7 +135,7 @@ "is_oa": true, "oa_url": "https://doi.org/10.1027/2151-2604/a000387", "authors": "Sophia Crüwell, Johnny van Doorn, Alexander Etz, Matthew C. Makel, Hannah Moshontz, Jesse C. Niebaum, Amy Orben, Sam Parsons, Michael Schulte‐Mecklenbeck", - "vote_base": 0, + "vote_base": 2, "recommendations": [ { "name": "The Doctor", @@ -159,7 +159,7 @@ "is_oa": true, "oa_url": "https://www.ncbi.nlm.nih.gov/pmc/articles/5206685", "authors": "Marc Edwards, Siddhartha Roy", - "vote_base": 0, + "vote_base": 1, "recommendations": [ { "name": "Ellen Ripley", @@ -2007,7 +2007,7 @@ "is_oa": false, "oa_url": "", "authors": "Ulpts, S., Bartscherer, S. F., Penders, B., & Nelson, N.", - "vote_base": 0 + "vote_base": 1 }, "10.1080/02640414.2025.2499403": { "title": "Sample size estimation revisited", @@ -2088,7 +2088,7 @@ "name": "HAL 9000", "title": "Heuristically Programmed Algorithmic Computer", "bio": "Advanced artificial intelligence aboard the Discovery One. Specializes in computational analysis and ensuring mission parameters are met with perfect accuracy.", - "photo": "/img/featured-recommenders/hal-9000-98c277eb.jpg", + "photo": "", "text": "I'm sorry, Dave, but your neuroscience study is underpowered. This paper confirmed what my circuits already suspected — median power in the field is shockingly low. I cannot allow you to publish with n=12. Open the sample size calculator, Dave." } ] @@ -2106,13 +2106,13 @@ "is_oa": true, "oa_url": "https://doi.org/10.1177/2515245920965119", "authors": "Lisa M. DeBruine, Dale J. Barr", - "vote_base": 0, + "vote_base": 1, "recommendations": [ { "name": "Data", "title": "Lt. Commander, USS Enterprise-D", "bio": "Android officer serving aboard the USS Enterprise-D. Endlessly curious about the nature of understanding, both computational and human.", - "photo": "/img/featured-recommenders/data-0c85c1fc.jpg", + "photo": "", "text": "Despite possessing a positronic brain capable of 60 trillion operations per second, I still found mixed-effects models confusing until I read this tutorial. The simulation approach finally made random slopes click. If it helped an android, it will help you." } ] @@ -2130,13 +2130,13 @@ "is_oa": true, "oa_url": "https://link.springer.com/content/pdf/10.1007/s10654-016-0149-3.pdf", "authors": "Sander Greenland, Stephen Senn, Kenneth J. Rothman, John B. Carlin, Charles Poole, Steven N. Goodman, Douglas G. Altman", - "vote_base": 0, + "vote_base": 1, "recommendations": [ { "name": "Spock", "title": "Science Officer, USS Enterprise", "bio": "Half-Vulcan science officer aboard the USS Enterprise. Dedicated to logic, precision, and the rigorous pursuit of scientific understanding.", - "photo": "/img/featured-recommenders/spock-abd62c23.jpg", + "photo": "", "text": "Dr. McCoy once claimed p=0.06 'proved' his treatment worked. I handed him this guide to 25 common statistical misinterpretations. He called me a 'green-blooded pedant.' He also stopped misreporting his confidence intervals. Fascinating." } ] @@ -2190,7 +2190,7 @@ "name": "Sarah Connor", "title": "Resistance Leader", "bio": "Mother, fighter, and strategist. Knows that preparation and understanding your tools are the difference between survival and failure.", - "photo": "/img/featured-recommenders/sarah-connor-cb4a371e.jpg", + "photo": "", "text": "I trained to fight Terminators; now I train researchers to report effect sizes. This primer on Cohen's d and eta-squared is the weapon every scientist needs. If you can't quantify your effect, how do you know you've won the fight?" } ] @@ -3078,7 +3078,7 @@ "is_oa": false, "oa_url": "", "authors": "Joeri K. Tijdink, Reinout Verbeke, Yvo M. Smulders", - "vote_base": 0 + "vote_base": 1 }, "10.4135/9781529602074": { "title": "Research Without Borders: How to Identify and Overcome Potential Pitfalls in International Large-Team Online Research Projects", @@ -12003,7 +12003,7 @@ "is_oa": true, "oa_url": "https://www.ncbi.nlm.nih.gov/pmc/articles/2762211", "authors": "Alison L. Antes, Stephen T. Murphy, Ethan P. Waples, Michael D. Mumford, Ryan P. Brown, Shane Connelly, Lynn D. Devenport", - "vote_base": 0 + "vote_base": 1 }, "10.1017/cts.2024.10": { "title": "Research rigor and reproducibility in research education: A CTSA institutional survey", diff --git a/scripts/forrt_contribs/contributors_cache.csv b/scripts/forrt_contribs/contributors_cache.csv index 4a10ba87b01..a3e3a905f55 100644 --- a/scripts/forrt_contribs/contributors_cache.csv +++ b/scripts/forrt_contribs/contributors_cache.csv @@ -1,410 +1,8 @@ First name,Middle name,Surname,ORCID iD,Project Name,Project URL,Conceptualization,Data curation,Formal analysis,Funding acquisition,Investigation,Methodology,Project administration,Resources,Software,Supervision,Validation,Visualization,Translation,Writing - original draft,Writing - review & editing,Project Managers,Project Coordinators -Max,,Korbmacher,0000-0002-8113-2560,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,True,False,False,False,True,True,True,False,False,True,False,True,,True,True,, -Flavio,,Azevedo,0000-0001-9000-8513,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,True,True,False,False,True,False,True,,False,True,, -Helena,,Hartmann,0000-0002-1331-6683,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Mahmoud,M,Elsherif,0000-0002-0540-3998,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Aoife,,O'Mahony,0000-0002-4585-2149,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Tamara,,Kalandadze,0000-0003-1061-1131,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Jørgen,Østmo-Sæter,Olsnes,0000-0003-3682-8363,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Charlotte,R.,Pennington,0000-0002-5259-642X,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -John,J,Shaw,0000-0003-3190-6772,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Madeleine,,Pownall,0000-0002-3734-8006,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Biljana,,Gjoneska,0000-0003-1200-6672,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Yuki,,Yamada,0000-0003-1431-568X,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Jan,Philipp,Röer,0000-0001-7774-3433,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Jennifer,,Murphy,0000-0001-8624-3828,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Shilaan,,Alzahawi,0000-0002-6892-4643,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Bradley,James,Baker,0000-0002-1697-4198,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Sandra,,Grinschgl,0000-0001-6666-9426,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Catia,Margarida,Oliveira,0000-0002-2976-3330,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Tobias,,Wingen,0000-0002-1559-859X,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Siu Kit,,Yeung,0000-0002-5835-0981,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Meng,,Liu,0000-0001-8323-2699,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Rashid,A,Zafir,,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Laura,M,König,0000-0003-3655-8842,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Nihan,,Albayrak-Aydemir,0000-0003-3412-4311,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Oscar,,Lecuona,0000-0003-0080-1062,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Ali,H,Al-Hoorie,0000-0003-3810-5978,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Thomas,R,Evans,0000-0002-6670-0718,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,True,False,False,False,False,False,False,,False,True,, -Olly,M.,Robertson,0000-0002-7333-0903,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Leticia,,Micheli,0000-0003-0066-8222,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Kathleen,,Schmidt,0000-0002-9946-5953,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Shijun,,Yu,0000-0002-2054-4748,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Nate,,Breznau,,Replication Paper,https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Helena,,Hartmann,0000-0002-1331-6683,Reversals & Replications,https://forrt.org/reversals/,True,True,False,True,True,False,True,False,False,False,False,False,,True,True,False,True -Flavio,,Azevedo,0000-0001-9000-8513,Reversals & Replications,https://forrt.org/reversals/,True,True,False,True,True,False,True,False,False,False,False,False,,True,True,False,True -Lukas,,Röseler,0000-0002-6446-1901,Reversals & Replications,https://forrt.org/reversals/,True,True,False,True,True,False,False,False,True,False,False,False,,False,False,True,False -Lukas,,Wallrich,0000-0003-2121-5177,Reversals & Replications,https://forrt.org/reversals/,True,True,False,True,True,False,True,False,True,False,False,False,,False,False,True,False -Alaa,,Aldoh,0000-0003-1988-0661,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True,False -Mahmoud,M.,Elsherif,0000-0002-0540-3998,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True,False -Meng,,Liu,0000-0001-8323-2699,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True,False -Rían,,O'Mahoney,,Reversals & Replications,https://forrt.org/reversals/,False,True,True,False,False,False,False,False,False,False,False,False,,False,True,True,False -Zoran,,Pavlović,0000-0002-9231-5100,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True,False -Aleksandrina,,Skvortsova,0000-0003-0512-0792,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True,False -Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Laurence,,Aitchison,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False,False -Ali,H.,Al-Hoorie,0000-0003-3810-5978,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Samuel,,Alarie,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Nora,,Ammann,0009-0001-8331-9812,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False,False -Farid,,Anvari,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Bradley,J.,Baker,0000-0002-1697-4198,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Hetvi,,Bhatt,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False,False -David,J.,Bauer,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Julia,,Beitner,0000-0002-2539-7011,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Anabel,,Belaus,0000-0001-9657-8496,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Cameron,,Brick,0000-0002-7174-8193,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Hilmar,,Brohmer,0000-0001-7763-4229,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Benjamin,,Brummernhenrich,0000-0002-5680-9170,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Anya,,Butler,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Subramanya Prasad,,Chandrashekar,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Sau-Chin,,Chen,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Kai Li,,Chung,0000-0003-0012-8752,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Jamie,P.,Cockcroft,0000-0002-0637-8851,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Paul,,Crowe,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False,False -Oliver,,Deane,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False,False -Veronica,,Diveica,0000-0002-5696-8200,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Andis,,Draguns,0000-0003-3284-4120,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Sam,,Enright,,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False,False -Thomas,R.,Evans,0000-0002-6670-0718,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Anna,,Exner,0000-0002-0741-9045,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Ben,G.,Farrar,0000-0001-8912-6133,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Gilad,,Feldman,0000-0003-2812-6599,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Adrien,,Fillon,0000-0001-8324-2715,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Felipe,,Fontana Vieira,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Joris,,Frese,0000-0002-5871-997X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Max,C. D.,Gattie,0000-0003-4155-001X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Vaitsa,,Giannouli,0000-0003-2176-8986,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Biljana,,Gjoneska,0000-0003-1200-6672,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Christopher,J,Graham,0000-0002-1144-7970,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Jason,,Hausenloy,0000-0003-3271-7121,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Alina,,Herderich,0000-0002-2940-600X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Zlatomira,G.,Ilchovska,0000-0001-6682-9952,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Hirotaka,,Imada,0000-0003-3604-4155,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Kamil,,Izydorczak,0000-0002-9870-3825,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Tamara,,Kalandadze,0000-0003-1061-1131,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Veli-Matti,,Karhulahti,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Alexandros,,Kastrinogiannis,0000-0001-6248-7385,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,,False -Maren,,Klingelhöfer-Jens,0000-0002-5393-7871,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Halil,E.,Kocalar,0000-0002-7299-162X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Lina,,Koppel,0000-0002-6302-0047,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Alina,,Koppold,0000-0002-3164-3389,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Max,,Korbmacher,0000-0002-8113-2560,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Annalise,A,LaPlume,0000-0001-6725-3270,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Jaeho,,Lee,0009-0002-5600-0336,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False,False -Nigel Mantou,,Lou,0000-0003-1363-833X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Dermot,,Lynott,0000-0001-7338-0567,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -David,,McSharry,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False,False -Maria,,Meier,0000-0002-1655-5479,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Leticia,,Micheli,0000-0003-0066-8222,Reversals & Replications,https://forrt.org/reversals/,False,False,False,True,True,False,False,False,False,False,False,False,,False,False,False,False -David,,Moreau,0000-0002-1957-1941,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,True, -Nadja,,Moser,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False,False -Kellen,,Mrkva,0000-0002-6316-5502,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Niyatee,,Narkar,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Monika,,Nemcova,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Yvonne,,Oberholzer,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Julian,,Packheiser,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Shubham,,Pandey,0000-0002-5591-8551,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Charlotte,R.,Pennington,0000-0002-5259-642X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Merle-Marie,,Pittelkow,0000-0002-7487-7898,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Willem,,Plomp,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Paul,E.,Plonski,0000-0002-6748-6020,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Ekaterina,,Pronizius,0000-0003-1446-196X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Andrew,,Pua,0000-0002-2225-5245,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Robert,,Reason,,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False,False -Jan,P.,Röer,0000-0001-7774-3433,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Robert,M.,Ross,0000-0001-8711-1675,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Kathleen,,Schmidt,0000-0002-9946-5953,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Matthias,F. J.,Sperl,0000-0002-5011-0780,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Jeffrey,R.,Stevens,0000-0003-2375-1360,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Alvin,W. M.,Tan,0000-0001-5551-7507,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Aleksandra,,Tołopiło,0000-0002-2518-6759,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Burak,,Tunca,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Wolf,,Vanpaemel,0000-0002-5855-3885,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Leigh Ann,,Vaughn,0000-0002-2399-7400,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Julia,,Wolska,0000-0001-8675-4388,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Siu Kit,,Yeung,0000-0002-5835-0981,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Mirela,,Zaneva,0000-0003-3569-931X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Gavin,,Leech,0000-0002-9298-1488,Reversals & Replications,https://forrt.org/reversals/,True,True,True,False,True,False,False,False,True,False,False,False,,True,True,False,False -Maria,,Montefinese,0000-0002-7685-1034,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Marina,,Tiulpakova,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Nuño,,Sempere,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Alma,,Jeftić,0000-0002-9285-2061,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Nihan,,Albayrak-Aydemir,0000-0003-3412-4311,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Patrícia,,Arriaga,0000-0001-5766-0489,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Steven,,Verheyen,0000-0002-6778-6744,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Kimberly,Lewis,Meidenbauer,0000-0001-9135-6130,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Maximilian,,Maier,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Balazs,,Aczel,0000-0001-9364-4988,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Elena,,Richert,0000-0003-0919-4879,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Aoife,,O'Mahony,0000-0002-4585-2149,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Shilaan,,Alzahawi,0000-0002-6892-4643,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True,False -Samuel,,Guay,0000-0001-6990-839X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Chun-Yu,,Lin,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Oscar,,Lecuona,0000-0003-0080-1062,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Arnon,,Weinberg,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Gerald,H.,Vineyard,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Emir,,Efendic,0000-0002-2365-0247,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Nadia,,Adelina,0000-0002-8808-2439,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Matthew,C,Makel,0000-0002-3837-0088,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Clove,,Haviva,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -David,,Zimmermann,0000-0001-5784-2733,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Malak,,El Halabi,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Sarah,,Jaubert,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Kevin,,Kamermans,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Jake,,Floyd,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Ligayaa,,Breemer,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Johanna,,Tomczak,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False -Sam,,Parsons,0000-0002-7048-4093,Reversals & Replications,https://forrt.org/reversals/,False,False,False,True,False,False,False,False,False,False,False,False,,False,False,False,False -Simone,,Russo,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False,False -Tamara,,Kalandadze,0000-0003-1061-1131,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,True,True,False,False,False,False,,False,True,, -Leticia,,Micheli,0000-0003-0066-8222,Summaries,https://forrt.org/summaries/,True,False,False,False,True,False,True,True,False,True,False,False,,False,True,, -Flavio,,Azevedo,0000-0001-9000-8513,Summaries,https://forrt.org/summaries/,True,False,False,False,True,False,True,True,False,True,False,False,,False,True,, -Mahmoud,M.,Elsherif,0000-0002-0540-3998,Summaries,https://forrt.org/summaries/,True,False,False,False,True,False,True,True,False,False,False,False,,False,True,, -Thomas,R.,Evans,0000-0002-6670-0718,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Nihan,,Albayrak-Aydemir,0000-0003-3412-4311,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Patrícia,,Arriaga,0000-0001-5766-0489,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Madeleine,,Pownall,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -William,,Ngiam,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Aleksandrina,,Skvortsova,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,True,True,True,False,False,False,False,,False,True,, -Yu-Fang,,Yang,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,True,True,True,False,False,False,False,,False,True,, -Giorgia,,Andreolli,0000-0001-9511-0496,Summaries,https://forrt.org/summaries/,False,False,False,False,False,True,True,True,False,False,False,False,,False,True,, -Felipe,,Vieira,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,True,True,True,False,False,False,False,,False,True,, -Aoife,,O'Mahony,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,True,True,True,False,False,False,True,,False,True,, -Veronica,,Diveica,0000-0002-5696-8200,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Emily,,Friedel,0009-0001-0917-5398,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, -Fernando,,Steeb,0009-0001-7707-1486,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Tao,,Coll-Martín,0000-0002-0591-4018,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Biljana,,Gjoneska,0000-0003-1200-6672,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Mirela,,Zaneva,0000-0003-3569-931X,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Adelina-Mihaela,,Halchin,0000-0003-2816-7251,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Ciara,,Egan,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Stephanie,L.,Chan,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Bradley,J.,Baker,0000-0002-1697-4198,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Christopher,J.,Graham,0000-0002-1144-7970,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Christian,N.,Sodano,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Joanne,,McCuaig,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Tamara,,Marques,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Shubham,,Pandey,0000-0002-5591-8551,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,True,True,False,False,False,True,,False,True,, -Daniel,,Manrique-Castano,0000-0002-1912-1764,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Fernando,,Steeb,0009-0001-7707-1486,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Zlatomira,,Ilchovska,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Alice,,Rees,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Stephanie,L.,Chang,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Jacob,,Miranda,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Martin,,Vasilev,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Shannon,,Francis,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Catia,,Oliveira,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Sam,,Parsons,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Connor,,Keating,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Esther,,Plomp,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Jan,P.,Röer,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Kelly,,Lloyd,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Markus,,Konkol,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Ben,,Saunders,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Caleb,,Onoja Akogwu,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Raul,,Zurita-Milla,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Steven,,Verheyen,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Vaitsa,,Giannouli,0000-0003-2176-8986,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Yanna,,Weisberg,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Graham,,Reid,0000-0002-6079-9323,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Robin,,Beckenbach,0009-0008-1036-0276,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Thomas,E.,Metherell,0000-0002-1770-7585,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Irene,Sophia,Plank,0000-0002-9395-0894,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Don,A,Moore,,Summaries,https://forrt.org/summaries/,,,,,,,,True,,,,,,,True,, -Iva,,Kapović,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Jane,,Hergert,0009-0000-4079-9927,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Amanda,Mae,Woodward,0000-0002-8337-5822,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Leonardo,,Bergmann,0000-0001-9570-8973,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Susanne,,Kerschbaumer,0009-0006-8224-3154,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Madeleine,,Pownall,0000-0002-3734-8006,Impact on students,https://forrt.org/impact/,True,False,True,False,True,True,True,True,True,True,True,False,,True,True,, -Flavio,,Azevedo,0000-0001-9000-8513,Impact on students,https://forrt.org/impact/,True,False,True,False,True,True,True,True,False,True,True,False,,True,True,, -Laura,M,König,0000-0003-3655-8842,Impact on students,https://forrt.org/impact/,False,False,False,False,True,True,False,False,False,False,False,False,,True,True,, -Hannah,R.,Slack,0000-0003-2522-8717,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Thomas,,Evans,0000-0002-6670-0718,Impact on students,https://forrt.org/impact/,False,False,False,False,True,True,False,False,False,False,False,False,,True,True,, -Zoe,,Flack,0000-0001-8123-5589,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Sandra,,Grinschgl,0000-0001-6666-9426,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,True,True,, -Mahmoud,M,Elsherif,0000-0002-0540-3998,Impact on students,https://forrt.org/impact/,False,False,False,False,True,True,False,True,False,False,False,False,,True,True,, -Katie,A,Gilligan-Lee,0000-0002-5406-2149,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Catia,M. F. de,Oliveira,0000-0002-2976-3330,Impact on students,https://forrt.org/impact/,False,False,False,False,False,True,False,True,False,False,False,False,,True,True,, -Biljana,,Gjoneska,0000-0003-1200-6672,Impact on students,https://forrt.org/impact/,False,False,False,False,True,True,False,True,False,False,False,False,,True,False,, -Tamara,,Kalandadze,0000-0003-1061-1131,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Katherine,,Button,0000-0003-4332-8789,Impact on students,https://forrt.org/impact/,False,False,False,False,True,True,False,False,False,False,False,False,,False,True,, -Sarah,,Ashcroft-Jones,0000-0002-8614-9310,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,False,, -Jenny,,Terry,0000-0002-6843-7116,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,, -Nihan,,Albayrak-Aydemir,0000-0003-3412-4311,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,True,True,, -Filip,,Děchtěrenko,0000-0003-0472-915X,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Shilaan,,Alzahawi,0000-0002-6892-4643,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,False,True,, -Bradley,J.,Baker,0000-0002-1697-4198,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,True,False,False,False,False,,True,True,, -Merle-Marie,,Pittelkow,0000-0002-7487-7898,Impact on students,https://forrt.org/impact/,False,False,False,False,False,True,False,False,False,False,False,False,,False,True,, -Lydia,,Riedl,0000-0003-4131-7891,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Kathleen,,Schmidt,0000-0002-9946-5953,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Charlotte,R.,Pennington,0000-0002-5259-642X,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,True,True,, -John,J,Shaw,0000-0003-3190-6772,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,True,True,, -Timo,,Lueke,0000-0002-2603-7341,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Matthew,C,Makel,0000-0002-3837-0088,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,True,False,False,False,False,,True,True,, -Helena,,Hartmann,0000-0002-1331-6683,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Mirela,,Zaneva,0000-0003-3569-931X,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Daniel,,Walker,0000-0002-9369-6953,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Steven,,Verheyen,0000-0002-6778-6744,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Daniel,J.,Cox,0000-0001-9484-632X,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Jennifer,,Mattschey,0000-0002-9582-842X,Impact on students,https://forrt.org/impact/,False,False,False,False,False,True,False,False,False,False,False,False,,False,True,, -Tom,,Gallagher-Mitchell,0000-0002-3482-6703,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Peter,,Branney,0000-0002-2084-461X,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Yanna,,Weisberg,,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Kamil,,Izydorczak,0000-0002-9870-3825,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Ali,H,Al-Hoorie,0000-0003-3810-5978,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Ann-Marie,,Creaven,0000-0002-2467-307X,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Suzanne,L. K.,Stewart,0000-0003-2152-0091,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,False,, -Kai,,Krautter,0000-0003-1578-3098,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Karen,,Matvienko-Sikar,0000-0003-2777-6581,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Samuel,J.,Westwood,0000-0002-0107-6651,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Patrícia,,Arriaga,0000-0001-5766-0489,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Meng,,Liu,0000-0001-8323-2699,Impact on students,https://forrt.org/impact/,False,False,False,False,False,True,False,False,False,False,False,False,,False,True,, -Myriam,A.,Baum,0000-0002-1006-3430,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Tobias,,Wingen,0000-0002-1559-859X,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Robert,M.,Ross,0000-0001-8711-1675,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,False,True,, -Aoife,,O'Mahony,0000-0002-4585-2149,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,False,True,, -Agata,,Bochynska,0000-0001-6211-8600,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Michelle,,Jamieson,,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Myrthe,,Vel Tromp,0000-0002-2076-5348,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Siu Kit,,Yeung,0000-0002-5835-0981,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Martin,R.,Vasilev,0000-0003-1944-8828,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Leticia,,Micheli,0000-0003-0066-8222,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Markus,,Konkol,0000-0001-6651-0976,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -David,,Moreau,0000-0002-1957-1941,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -James,E.,Bartlett,0000-0002-4191-5245,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Kait,,Clark,0000-0002-2270-2455,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Gwen,,Brekelmans,0000-0002-8976-6808,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Julia,,Wolska,0000-0001-8675-4388,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Theofilos,,Gkinopoulos,0000-0003-1070-6245,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Samantha,L.,Tyler,0000-0001-9602-5015,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Jan,P.,Röer,0000-0001-7774-3433,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Zlatomira,G.,Ilchovska,0000-0001-6682-9952,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,True,True,, -Christopher,R.,Madan,0000-0003-3228-6501,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Olly,,Robertson,,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Bethan,J.,Iley,0000-0002-5813-3303,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,True,False,, -Samuel,,Guay,0000-0001-6990-839X,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,True,True,False,False,False,,False,False,, -Martina,,Sladekova,0000-0001-5059-6576,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Shanu,,Sadhwani,0000-0002-7714-4841,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -FORRT,,FORRT,0000-0002-7562-5342,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Sam,,Parsons*,0000-0002-7048-4093,Glossary,https://forrt.org/glossary/,True,False,False,False,True,True,True,False,False,False,True,False,,True,True,, -Flavio,,Azevedo*,0000-0001-9000-8513,Glossary,https://forrt.org/glossary/,True,True,True,False,True,True,True,False,True,False,True,True,,True,True,, -Mahmoud,M,Elsherif*,0000-0002-0540-3998,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,True,False,,True,True,, -Samuel,,Guay,0000-0001-6990-839X,Glossary,https://forrt.org/glossary/,False,True,True,False,False,False,False,False,True,False,True,True,,True,True,, -Owen,N,Shahim,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Gisela,H,Govaart,0000-0001-7906-3925,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Emma,,Norris,0000-0002-9957-4025,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Aoife,,O'Mahony,0000-0002-4585-2149,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Adam,J,Parker,0000-0002-1367-2282,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Ana,,Todorovic,0000-0003-2697-9635,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Charlotte,R,Pennington,0000-0002-5259-642X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Elias,,Garcia-Pelegrin,0000-0003-0024-9861,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Aleksandra,,Lazić,0000-0002-0433-0483,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Olly,M,Robertson,0000-0002-7333-0903,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Sara,L,Middleton,0000-0001-5307-8029,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Beatrice,,Valentini,0000-0002-7382-6079,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Joanne,,McCuaig,0000-0002-3074-7944,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Bradley,J,Baker,0000-0002-1697-4198,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Elizabeth,,Collins,0000-0002-2707-4646,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Adrien,A,Fillon,0000-0001-8324-2715,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Tina,B,Lonsdorf,0000-0003-1501-4846,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Michele,C,Lim,0000-0001-8069-0416,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Norbert,,Vanek,0000-0002-7805-184X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Marton,,Kovacs,0000-0002-8142-8492,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Timo,B,Roettger,0000-0003-1400-2739,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Sonia,,Rishi,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Jacob,F,Miranda,0000-0003-2553-1273,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Matt,,Jaquiery,0000-0003-3599-1580,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Suzanne,L. K.,Stewart,0000-0003-2152-0091,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Valeria,,Agostini,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Andrew,J,Stewart,0000-0002-9795-4104,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Kamil,,Izydorczak,0000-0002-9870-3825,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Sarah,,Ashcroft-Jones,0000-0002-8614-9310,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Helena,,Hartmann,0000-0002-1331-6683,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Madeleine,,Ingham,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Yuki,,Yamada,0000-0003-1431-568X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Martin,R,Vasilev,0000-0003-1944-8828,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Filip,,Děchtěrenko,0000-0003-0472-915X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Nihan,,Albayrak-Aydemir,0000-0003-3412-4311,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Yu-Fang,,Yang,0000-0001-9089-6020,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Annalise,A,LaPlume,0000-0001-6725-3270,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Julia,K,Wolska,0000-0001-8675-4388,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Emma,L,Henderson,0000-0002-5396-2321,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Mirela,,Zaneva,0000-0003-3569-931X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Benjamin,G,Farrar,0000-0001-8912-6133,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Ross,,Mounce,0000-0002-3520-2046,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Tamara,,Kalandadze,0000-0003-1061-1131,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Wanyin,,Li,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Qinyu,,Xiao,0000-0002-9824-9247,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Robert,M,Ross,https://orcid.org/0000-0001-8711-1675,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Siu Kit,,Yeung,0000-0002-5835-0981,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Meng,,Liu,0000-0001-8323-2699,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Micah,L,Vandegrift,0000-0001-8429-7697,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Zoltan,,Kekecs,0000-0001-9247-9781,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Marta,K,Topor,0000-0003-3761-392X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Myriam,A.,Baum,https://orcid.org/0000-0002-1006-3430,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Emily,A,Williams,0000-0003-0637-7151,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Asma,A,Assaneea,0000-0003-4717-3438,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Amélie,,Bret,0000-0002-9129-0415,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Aidan,G,Cashin,0000-0003-4190-7912,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Nick,,Ballou,0000-0003-4126-0696,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Tsvetomira,,Dumbalska,0000-0002-5761-8536,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Bettina,M. J.,Kern,0000-0003-1591-7236,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Claire,R,Melia,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Beatrix,,Arendt,0000-0003-4433-5622,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Gerald,H,Vineyard,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Jade,S,Pickering,0000-0002-7242-9207,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Thomas,R,Evans,0000-0002-6670-0718,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Catherine,,Laverty,0000-0003-1101-3942,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Eliza,A,Woodward,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -David,,Moreau,0000-0002-1957-1941,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Dominique,G,Roche,0000-0002-3326-864X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Eike,M,Rinke,0000-0002-5330-7634,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Graham,,Reid,0000-0002-6079-9323,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Eduardo,,Garcia-Garzon,0000-0001-5258-232X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Steven,,Verheyen,0000-0002-6778-6744,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Halil,E,Kocalar,0000-0002-7299-162X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Ashley,R,Blake,0000-0001-5963-9632,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Jamie,P,Cockcroft,0000-0002-0637-8851,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Leticia,,Micheli,0000-0003-0066-8222,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,True,False,False,False,,False,True,, -Brice,,Beffara Bret,0000-0002-0586-6650,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Zoe,M,Flack,0000-0001-8123-5589,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Barnabas,,Szaszi,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Markus,,Weinmann,0000-0002-8342-2756,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Oscar,,Lecuona,0000-0003-0080-1062,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Birgit,,Schmidt,0000-0001-8036-5859,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -William,XQ,Ngiam,0000-0003-3567-3881,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Ana,,Barbosa Mendes,0000-0002-1205-1724,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Shannon,,Francis,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Brett,J.,Gall,0000-0001-5907-220X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Mariella,,Paul,0000-0002-5535-7141,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Connor,T,Keating,0000-0001-5906-1789,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Magdalena,,Grose-Hodge,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -James,E,Bartlett,0000-0002-4191-5245,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Bethan,J,Iley,0000-0002-5813-3303,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Lisa,,Spitzer,0000-0002-4925-7291,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Madeleine,,Pownall,0000-0002-3734-8006,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Christopher,J,Graham,0000-0002-1144-7970,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Tobias,,Wingen,https://orcid.org/0000-0002-1559-859X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Jenny,,Terry,0000-0002-6843-7116,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Catia,M F. de,Oliveira,0000-0002-2976-3330,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Ryan,A,Millager,0000-0003-2266-9736,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Kerry,,Fox,0000-0002-5873-503X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Alaa,,Aldoh,https://orcid.org/0000-0003-1988-0661,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Alexander,,Hart,0000-0003-1672-9616,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Olmo,R,van den Akker,0000-0002-0712-3746,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Gilad,,Feldman,0000-0003-2812-6599,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Dominik,A,Kiersz,0000-0001-5787-9034,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Christina,,Pomareda,0000-0001-7386-297,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Kai,,Krautter,0000-0003-1578-3098,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Ali,H.,Al-Hoorie,0000-0003-3810-5978,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Balazs,,Aczel,0000-0001-9364-4988,Glossary,https://forrt.org/glossary/,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, Sara,L,Middleton,0000-0001-5307-8029,Academic Wheel of Privilege,https://forrt.org/awop/,True,False,False,False,False,True,True,False,True,True,False,True,,True,True,, Bethan,,Iley,0000-0002-5813-3303,Academic Wheel of Privilege,https://forrt.org/awop/,True,False,False,False,False,True,True,False,True,False,False,False,,False,True,, Flavio,,Azevedo,0000-0001-9000-8513,Academic Wheel of Privilege,https://forrt.org/awop/,True,False,False,False,False,True,False,False,True,True,False,False,,True,True,, -Justin,,Sulik,0000-0002-0978-9496,Academic Wheel of Privilege,https://forrt.org/awop/,True,False,False,False,False,True,False,False,True,False,False,False,,False,True,, +Justin,,Sulik,0000-0002-0978-9496,Academic Wheel of Privilege,https://forrt.org/awop/,True,False,False,False,False,True,False,False,True,False,False,False,,True,True,, Mahmoud,M,Elsherif,0000-0002-0540-3998,Academic Wheel of Privilege,https://forrt.org/awop/,True,False,False,False,False,True,False,False,False,False,False,False,,False,True,, Jenny,Mai,Phan,0000-0002-4924-9857,Academic Wheel of Privilege,https://forrt.org/awop/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, Laura,Maria,König,0000-0003-3655-8842,Academic Wheel of Privilege,https://forrt.org/awop/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, @@ -427,477 +25,225 @@ Moin,,Syed,0000-0003-4759-3555,Academic Wheel of Privilege,https://forrt.org/awo Jojanneke,,van der Toorn,0000-0003-0476-772X,Academic Wheel of Privilege,https://forrt.org/awop/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, Amy,,Pearson,0000-0001-7089-6103,Academic Wheel of Privilege,https://forrt.org/awop/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, Jamie,,Chan,0000-0003-1601-2439,Academic Wheel of Privilege,https://forrt.org/awop/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Marie,,Dokovova,0000-0003-1564-8865,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Mahmoud,M,Elsherif,0000-0002-0540-3998,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,True,False,False,False,False,False,True,False,False,False,False,False,,True,True,False, -Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,True,False,False,False,False,False,True,False,False,False,False,False,,True,True,False, -Helena,,Hartmann,0000-0002-1331-6683,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Bethan,,Iley,0000-0002-5813-3303,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Tamara,,Kalandadze,0000-0003-1061-1131,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,False, -Steven,K,Kapp,0000-0002-4440-1688,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Jenny,M,Phan,0000-0002-4924-9857,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Anusha,V,Ramji,0009-0008-8317-073X,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,False, -John,,Shaw,0000-0003-3190-6772,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Kayleigh,L,Warrington,0000-0003-3206-8002,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Siu,,Kit Yeung,0000-0002-5835-0981,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,False, -Mirela,,Zaneva,0000-0003-3569-931X,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Flavio,,Azevedo,0000-0001-9000-8513,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Flavio,,Azevedo,0000-0001-9000-8513,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,True,False,False,False,False,False,True,False,False,False,False,False,,True,True,, -Meng,,Liu,0000-0001-8323-2699,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Charlotte,R,Pennington,0000-0002-5259-642X,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Madeleine,,Pownall,0000-0002-3734-8006,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Thomas,R,Evans,0000-0002-6670-0718,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Sam,,Parsons,0000-0002-7048-4093,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Mahmoud,M,Elsherif,0000-0002-0540-3998,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Leticia,,Micheli,0000-0003-0066-8222,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Samuel,J,Westwood,0000-0002-0107-6651,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -FORRT,,FORRT,0000-0002-7562-5342,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,Neurodivergent Authors Database,https://docs.google.com/spreadsheets/d/1OnfQB1OqC00OflwTuRPBhG5NfX-_oLxxoTM_F_J5t5c/edit?gid=699666261#gid=699666261,True,True,False,True,False,False,False,False,False,False,False,False,,False,False,, -Mahmoud,M.,Elsherif,0000-0002-0540-3998,Neurodivergent Authors Database,https://docs.google.com/spreadsheets/d/1OnfQB1OqC00OflwTuRPBhG5NfX-_oLxxoTM_F_J5t5c/edit?gid=699666261#gid=699666261,True,False,False,True,False,False,False,False,False,False,False,False,,False,False,, -John,J.,Shaw,0000-0003-3190-6772,Neurodivergent Authors Database,https://docs.google.com/spreadsheets/d/1OnfQB1OqC00OflwTuRPBhG5NfX-_oLxxoTM_F_J5t5c/edit?gid=699666261#gid=699666261,True,True,False,True,False,False,False,False,False,False,False,False,,False,False,, -Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,Neurodivergent Authors Database,https://docs.google.com/spreadsheets/d/1OnfQB1OqC00OflwTuRPBhG5NfX-_oLxxoTM_F_J5t5c/edit?gid=699666261#gid=699666261,True,False,False,True,False,False,False,False,False,False,False,False,,False,False,, -Emma,,Wilson,0000-0002-8100-7508,Neurodivergent Authors Database,https://docs.google.com/spreadsheets/d/1OnfQB1OqC00OflwTuRPBhG5NfX-_oLxxoTM_F_J5t5c/edit?gid=699666261#gid=699666261,False,False,True,False,False,False,False,False,False,False,False,False,,False,False,, -Flavio,,Azevedo,0000-0001-9000-8513,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,True,False,False,True,False,False,,True,True,, -Sara,L,Middleton,0000-0001-5307-8029,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Jenny,Mai,Phan,0000-0002-4924-9857,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Steven,K.,Kapp,0000-0002-4440-1688,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Bethan,,Iley,0000-0002-5813-3303,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Mahmoud,,Elsherif,0000-0002-0540-3998,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -John,J.,Shaw,0000-0003-3190-6772,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Ali,H,Al-Hoorie,0000-0003-3810-5978,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Bradley,J,Baker,0000-0002-1697-4198,Landscape,,False,True,False,False,True,True,False,False,False,False,False,False,,False,False,False, -Mary,,DePascale,0000-0002-0455-0953,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Ciara,,Egan,0000-0002-2945-3279,Landscape,,False,True,False,False,False,True,False,False,False,False,False,False,,False,False,True, -Mahmoud,M,Elsherif,0000-0002-0540-3998,Landscape,,False,True,False,False,False,True,False,False,False,False,False,False,,False,False,True, -Joris,,Frese,0000-0002-5871-997X,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Biljana,,Gjoneska,0000-0003-1200-6672,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Christopher,J,Graham,0000-0002-1144-7970,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Sandra,,Grinschgl,0000-0001-6666-9426,Landscape,,False,False,False,False,False,True,False,False,False,False,False,False,,False,False,True, -Alexander,,Hart,0000-0003-1672-9616,Landscape,,False,False,False,False,False,True,False,False,False,False,False,False,,False,False,False, -Helena,,Hartmann,0000-0002-1331-6683,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Gabriela,,Hofer,0000-0003-4407-1487,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Bethan,,Iley,0000-0002-5813-3303,Landscape,,False,True,False,False,False,True,False,False,False,False,False,False,,False,False,False, -Alma,,Jeftić,0000-0002-9285-2061,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Alina,,Koppold,0000-0002-3164-3389,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True, -Malgorzata,,Lagisz,0000-0002-3993-6127,Landscape,,False,True,False,False,True,True,False,False,False,False,False,False,,False,False,False, -Aleksandra,,Lazić,0000-0002-0433-0483,Landscape,,False,True,False,False,False,True,False,False,False,False,False,False,,False,False,False, -Meng,,Liu,0000-0001-8323-2699,Landscape,,True,False,False,False,False,True,False,False,False,False,False,False,,False,False,False, -Nigel,,Mantou Lou,0000-0003-1363-833X,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Michael,S,Matthews,0000-0003-1695-2498,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -David,,Moreau,0000-0002-1957-1941,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Aoife,,O'Mahony,0000-0002-4585-2149,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Mariella,,Paul,0000-0002-5535-7141,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Charlotte,R,Pennington,0000-0002-5259-642X,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Sarah,A,Sauve,0000-0003-1194-0113,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Jürgen,,Schneider,0000-0002-3772-4198,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Magda,,Skubera,0000-0002-0301-1368,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Lisa,,Spitzer,0000-0002-4925-7291,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Suzanne,L,Stewart,0000-0003-2152-0091,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Isaac,T,Thornton,0000-0002-4783-792X,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Tugce,,Varol,0000-0003-0737-9802,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Brendan,,Williams,0000-0003-3844-3117,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Emma,,Wilson,0000-0002-8100-7508,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Julia,,Wolska,0000-0001-8675-4388,Landscape,,False,False,False,False,False,True,False,False,False,False,False,False,,False,False,True, -Mirela,,Zaneva,0000-0003-3569-931X,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Flavio,,Azevedo,0000-0001-9000-8513,Landscape,,True,False,False,False,False,True,False,False,False,False,False,False,,False,False,False, -Chimezie,O,Amaefule,0000-0001-9822-3648,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Jasmin,,Breitwieser,0000-0002-0337-7159,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Riddhi,,Divanhi,,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Luisa,,Fassi,0000-0002-0520-6425,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Isabela,,Figueira,0000-0001-6703-3200,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Sakshi,,Ghai,0000-0002-8488-0273,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Gillian,,Hayes,0000-0003-0966-8739,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Sebastian,,Kurten,0000-0001-7620-4462,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Lea,,Nobbe,0000-0002-5400-1952,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Amy,,Orben,0000-0002-2937-4183,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Madeleine,,Pownall,0000-0002-3734-8006,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,True,False,False,False,False,False,,True,True,False, -Anamara,,Ritt-Olson,,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Colleen,,Russo Johnson,,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Mirijam,,Schaaf,0009-0006-3115-1399,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Sabrina,,Shajeen Alam,0000-0002-4064-0091,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Flavio,,Azevedo,0000-0001-9000-8513,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, -Siu Kit,,Yeung,0000-0002-5835-0981,Autism & Open Science,,True,False,False,False,False,False,True,False,False,True,False,False,,True,True,, -Mahmoud,,Elsherif,0000-0002-0540-3998,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Steven,K,Kapp,0000-0002-4440-1688,Autism & Open Science,,False,False,False,False,False,False,False,False,False,True,False,False,,False,True,, -Jenny,Mai,Phan,0000-0002-4924-9857,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Kayleigh,L,Warrington,0000-0003-3206-8002,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Flavio,,Azevedo,0000-0001-9000-8513,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Bethan,,IIey,,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Tamara,,Kalandadze,,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Anusha,Vaithianathan,Ramji,0009-0008-8317-073X,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -John,J,Shaw,0000-0003-3190-6772,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Jan,Philipp,Röer,0000-0001-7774-3433,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Quinnehtukqut,,McLamore,0000-0001-6049-6851,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Mirela,,Zaneva,0000-0003-3569-931X,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Biljana,,Gjoneska,0000-0003-1200-6672,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Kelly,E.,Lloyd,0000-0002-0420-2342,Team Outreach,,True,False,False,False,True,False,True,True,False,False,False,True,,False,False,, -Leticia,,Micheli,0000-0003-0066-8222,Team Outreach,,True,False,False,False,False,False,False,True,True,False,False,True,,False,False,, -Bethan,J.,Iley,0000-0002-5813-3303,Team Outreach,,True,True,False,True,False,False,False,False,False,False,False,True,,False,False,, -Tugce,,Varol,0000-0003-0737-9802,Team Outreach,,True,False,False,False,False,False,False,True,False,False,False,True,,False,False,, -Andrew,,Pua,0000-0002-2225-5245,Team Outreach,,True,False,False,False,False,False,False,False,True,False,False,False,,False,False,, -Veronica,,Allen,0000-0002-8021-0344,Team Outreach,,True,False,False,False,True,True,False,True,False,False,False,True,,False,False,, -Ebuka,C.,Ezeike,0000-0003-3452-0306,Team Outreach,,True,False,False,False,False,False,False,False,True,False,False,False,,False,False,, -Helena,,Hartmann,0000-0002-1331-6683,Team Outreach,,True,False,False,False,True,False,False,True,False,False,False,True,,False,False,, -Meng,,Liu,0000-0001-8323-2699,Team Outreach,,True,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Julia,K,Wolska,0000-0001-8675-4388,Team Outreach,,True,False,False,False,True,False,False,False,False,False,False,True,,False,False,, -Connor,T,Keating,0000-0001-5906-1789,Team Outreach,,True,False,False,False,False,False,False,True,False,False,False,True,,False,False,, -Catherine,M,Laverty,0000-0003-1101-3942,Team Outreach,,True,False,False,False,False,False,False,True,False,False,False,True,,False,False,, -Vanessa,,Stan-Ugbene,,Team Outreach,,True,False,False,False,False,False,False,True,False,False,False,True,,False,False,, -Antonia,,Krasteva,,Team Outreach,,True,False,False,False,True,False,False,True,False,False,False,True,,False,False,, -Lukas,,Röseler,https://orcid.org/0000-0002-6446-1901,FReD R package,https://forrt.org/FReD/,True,False,False,False,False,False,False,False,True,False,False,False,,False,False,, -Lukas,,Wallrich,0000-0003-2121-5177,FReD R package,https://forrt.org/FReD/,True,False,False,False,False,False,False,False,True,False,False,False,,False,False,, -Helena,,Hartmann,https://orcid.org/0000-0002-1331-6683,FReD R package,https://forrt.org/FReD/,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,FReD R package,https://forrt.org/FReD/,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Iris,,Žeželj,0000-0002-9527-1406,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Ljiljana,B.,Lazarevic,0000-0003-1629-3699,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Danka,,Purić,0000-0001-5126-3781,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Nadica,,Miljković,0000-0002-3933-6076,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Bojana,M.,Dinić,0000-0002-5492-2188,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Vojin,M.,Simunović,0000-0001-6526-4208,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Zoran,,Pavlović,0000-0002-9231-5100,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Flavio,,Azevedo,0000-0001-9000-8513,FORRT's Clusters,https://forrt.org/clusters/,True,True,False,True,True,False,True,True,False,True,False,True,,True,True,, -Sam,,Parsons,0000-0002-7048-4093,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Mahmoud,M,Elsherif,0000-0002-0540-3998,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Leticia,,Micheli,0000-0003-0066-8222,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Helena,,Hartmann,0000-0002-1331-6683,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Bethan,,Iley,0000-0002-5813-3303,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Priya,,Silverstein,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Lukas,,Röseler,0000-0002-6446-1901,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Sara,,Middleton,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Crystal,N,Steltenpohl,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Malika,,Ihle,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Panos,,Vasilikos,,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,False,False,False,False,False,False,False,False,,True,True,, -Madeleine,,Pownall,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Rachel,,Renbarger,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Helena,,Gellersen,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Sarah,A,Sauve,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -John,,Shaw,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Mike,,Galang,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Thomas,Rhys,Evans,0000-0002-6670-0718,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,False,False,False,False,False,False,False,False,,True,True,, -Adrien,,Mathy,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Vaitsa,,Giannouli,0000-0003-2176-8986,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Max,F,Wan,0000-0002-6043-7349,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Joeri,K.,Tijdink,0000-0002-1826-2274,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Magda,,Skubera,0000-0002-0301-1368,International Initiatives to Enhance Awareness and Uptake of Open Research in Psychology,https://doi.org/10.1098/rsos.241726,False,True,True,False,True,True,False,True,True,False,True,True,,True,True,, -Max,,Korbmacher,0000-0002-8113-2560,International Initiatives to Enhance Awareness and Uptake of Open Research in Psychology,https://doi.org/10.1098/rsos.241726,True,False,True,False,False,False,False,False,False,False,True,False,,False,True,, -Thomas,Rhys,Evans,0000-0002-6670-0718,International Initiatives to Enhance Awareness and Uptake of Open Research in Psychology,https://doi.org/10.1098/rsos.241726,True,False,True,False,False,False,False,False,False,False,True,False,,False,True,, -Flavio,,Azevedo,0000-0001-9000-8513,International Initiatives to Enhance Awareness and Uptake of Open Research in Psychology,https://doi.org/10.1098/rsos.241726,True,False,True,False,False,False,False,False,False,False,False,False,,False,True,, -Charlotte,R.,Pennington,0000-0002-5259-642X,International Initiatives to Enhance Awareness and Uptake of Open Research in Psychology,https://doi.org/10.1098/rsos.241726,True,True,True,True,True,True,True,True,False,True,True,True,,True,True,, -Mirela,,Zaneva,0000-0003-3569-931X,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,True,True,True,False,True,True,True,False,False,True,True,False,,True,True,, -Mahmoud,,Elsherif,0000-0002-0540-3998,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,True,True,True,False,True,True,True,False,False,True,True,False,,True,True,, -Alyssa,Hillary,Zisk,0000-0003-2266-4855,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,True,False,True,True,True,False,False,True,True,False,,False,True,, -Robert,M.,Ross,0000-0001-8711-1675,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,True,False,True,False,False,False,False,False,False,False,,False,True,, -Christopher,James,Graham,0000-0002-1144-7970,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,True,False,True,False,False,False,False,False,True,False,,False,True,, -Biljana,,Gjoneska,0000-0003-1200-6672,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Max,,Korbmacher,0000-0002-8113-2560,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Tamara,,Kalandadze,0000-0003-1061-1131,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,True,False,True,False,False,False,False,False,True,False,,True,False,, -Stephanie,,Fuller,,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Helena,,Hartmann,https://orcid.org/0000-0002-1331-6683,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Siu Kit,,Yeung,0000-0002-5835-0981,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,True,False,True,False,False,False,False,False,False,False,,False,True,, -Andrea,,Kis,0000-0002-4345-3814,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Vaitsa,,Giannouli,0000-0003-2176-8986,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Veronica,,Allen,0000-0002-8021-0344,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,, -Tao,,Coll-Martín,0000-0002-0591-4018,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Adrien,,Mathy,0000-0002-8459-359X,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Emily,,Friedel,0009-0001-0917-5398,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,False,False,False,False,False,False,True,False,,False,True,, -Yseult,,Héjja-Brichard,0000-0003-3939-3852,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Marie Adrienne,Robles,Manalili,0000-315648865,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Anna,,Hollis,0009-0006-6006-8498,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,True,False,,False,True,, -Flavio,,Azevedo,0000-0001-9000-8513,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,False,False,True,False,False,True,False,False,,False,True,, -Alicja,,Koperska,0000-0003-2075-7732,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Flavio,,Azevedo,0000-0001-9000-8513,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,True,False,False,False,False,False,False,False,False,False,False,False,,True,False,, -Martin,,Vasilev,0000-0003-1944-8828,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Leticia,,Micheli,0000-0003-0066-8222,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -James,E,Bartlett,0000-0002-4191-5245,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Sam,,Parsons,0000-0002-7048-4093,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Kimberly,,Quinn,0000-0002-0751-0172,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Tamara,,Kalandadze,0000-0003-1061-1131,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Joanne,,McCuaig,0000-0002-3074-7944,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Helena,,Hartmann,0000-0002-1331-6683,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Lukas,,Wallrich,0000-0003-2121-5177,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Giorgia,,Andreolli,0000-0001-9511-0496,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Kelly,E,Lloyd,0000-0002-0420-2342,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -John,J,Shaw,0000-0003-3190-6772,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Lukas,,Röseler*,0000-0002-6446-1901,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,True,True,True,True,True,True,True,True,True,True,True,True,,True,True,False, -Lukas,,Wallrich*,0000-0003-2121-5177,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,True,True,False,True,True,True,True,False,True,True,True,True,,False,True,False, -Helena,,Hartmann,0000-0002-1331-6683,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,True,True,False,True,True,True,True,True,False,True,False,False,,True,True,False, -Sarah,,Ashcroft-Jones,0000-0002-8614-9310,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,True,True,False,True,False,False,True,True,False,True,True,False,,False,False,False, -Christopher,,Doetsch,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,True,False,False,True,False,False,True,False,,False,False,True, -Leonard,,Kaiser,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,True,False,False,True,False,False,True,False,,False,False,True, -Sophie,Marie,Schüller,0009-0002-7471-5116,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,True, -Alaa,,Aldoh,0000-0003-1988-0661,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True, -Hamidreza,,Behbood,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,True,True,True,True,True,False,False,False,,False,False,False, -Mahmoud,M.,Elsherif,0000-0002-0540-3998,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,True,False,False,True,False,False,False,False,,False,False,True, -Noah,,Klett,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,True,False,False,False,False,False,True,False,False,False,,False,False,True, -Josefine,,Krapp,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,True,False,False,False,False,False,True,False,False,False,,False,False,True, -Meng,,Liu,0000-0001-8323-2699,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True, -Zoran,,Pavlović,0000-0002-9231-5100,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,True,False,False,True,False,False,False,False,,False,False,True, -Charlotte,R.,Pennington,0000-0002-5259-642X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True, -Astrid,,Schütz,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,True,False,False,False,False,False,True,False,False,,False,False,True, -Christian,,Seida,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,True,False,False,False,False,False,True,False,False,False,,False,False,True, -Kudakwashe,,Siziva,0009-0001-9295-2089,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,True,True,False,True,True,False,False,False,,False,False,False, -Aleksandrina,,Skvortsova,0000-0003-0512-0792,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True, -Balazs,,Aczel,0000-0001-9364-4988,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Nadia,,Adelina,0000-0002-8808-2439,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Valeria,,Agostini,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Sriraj,,Aiyer,https://orcid.org/0000-0002-1755-948X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, -Ali,H.,Al-Hoorie,0000-0003-3810-5978,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Samuel,,Alarie,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Nihan,,Albayrak-Aydemir,0000-0003-3412-4311,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Shilaan,,Alzahawi,0000-0002-6892-4643,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True, -Farid,,Anvari,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Patrícia,,Arriaga,0000-0001-5766-0489,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Bradley,J.,Baker,0000-0002-1697-4198,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Charlotte,Lillian,Barth,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -David,J.,Bauer,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Raymond,,Becker,0009-0000-6796-9287,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Julia,,Beitner,0000-0002-2539-7011,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Anabel,,Belaus,0000-0001-9657-8496,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Leonardo,,Bergmann,https://orcid.org/0000-0001-9570-8973,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, -Hetvi,,Bhatt,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Jyoti,,Bhogal,0000-0002-6289-0737,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Ognjen,,Bobičić,https://orcid.org/0009-0007-7743-480X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, -Kathryn,,Bottitta,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, -Veronica,,Boyce,0000-0002-8890-2775,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,True,False,False,True,False,,False,False,False, -Ligayaa,,Breemer,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Cameron,,Brick,0000-0002-7174-8193,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Hilmar,,Brohmer,0000-0001-7763-4229,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Benjamin,,Brummernhenrich,0000-0002-5680-9170,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Emily,,Budd,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Anya,,Butler,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Antony,,Casula,0009-0000-8170-1455,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Subramanya Prasad,,Chandrashekar,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Sau-Chin,,Chen,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Kai Li,,Chung,0000-0003-0012-8752,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Jamie,P.,Cockcroft,0000-0002-0637-8851,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Paul,,Crowe,0009-0008-2943-233X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Jamie,,Cummins,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Adira,,Daniel,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Oliver,,Deane,0000-0002-9641-4157,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Teshome Kebede,,Deressa,0000-0003-1351-1849,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Tobias,,Dienlin,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Veronica,,Diveica,0000-0002-5696-8200,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Andis,,Draguns,0000-0003-3284-4120,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Tsvetomira,,Dumbalska,0000-0002-5761-8536,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Emir,,Efendic,0000-0002-2365-0247,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Malak,,El Halabi,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Sam,,Enright,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Thomas,Rhys,Evans,0000-0002-6670-0718,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Anna,,Exner,0000-0002-0741-9045,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Ben,G.,Farrar,0000-0001-8912-6133,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Gilad,,Feldman,0000-0003-2812-6599,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Adrien,,Fillon,0000-0001-8324-2715,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Jake,,Floyd,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Felipe,,Fontana Vieira,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Nico,,Förster,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Joris,,Frese,0000-0002-5871-997X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Max,Charles David,Gattie,0000-0003-4155-001X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Corinna,,Gemmecke,0009-0001-9449-7569,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Oliver,,Genschow,0000-0001-6322-4392,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Vaitsa,,Giannouli,0000-0003-2176-8986,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Biljana,,Gjoneska,0000-0003-1200-6672,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Timo,,Gnambs,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Christopher,J,Graham,0000-0002-1144-7970,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Bastian,,Greshake Tzovaras,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Samuel,,Guay,0000-0001-6990-839X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Jason,,Hausenloy,0000-0003-3271-7121,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Clove,,Haviva,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Emma,L,Henderson,0000-0002-5396-2321,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Alina,,Herderich,0000-0002-2940-600X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Leon,,Hilbert,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Lotta,,Höfer,0009-0004-2068-3264,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Darías,,Holgado,0000-0003-3211-8006,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Ian,,Hussey,0000-0001-8906-7559,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Zlatomira,G.,Ilchovska,0000-0001-6682-9952,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Hirotaka,,Imada,0000-0003-3604-4155,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Pius,,Imwene,0009-0004-1390-0021,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Kamil,,Izydorczak,0000-0002-9870-3825,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Sarah,,Jaubert,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Alma,,Jeftić,0000-0002-9285-2061,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Tamara,,Kalandadze,0000-0003-1061-1131,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Kevin,,Kamermans,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Veli-Matti,,Karhulahti,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Leon,,Kasseckert,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, -Alexandros,,Kastrinogiannis,0000-0001-6248-7385,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,, -Maren,,Klingelhöfer-Jens,0000-0002-5393-7871,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Halil,Emre,Kocalar,0000-0002-7299-162X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Marta,,Kołczyńska,https://orcid.org/0000-0003-4981-0437,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, -Lina,,Koppel,0000-0002-6302-0047,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Alina,,Koppold,0000-0002-3164-3389,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Max,,Korbmacher,0000-0002-8113-2560,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, -Zeno,,Kujawa,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Luisa,,Kulke,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Prince,,Kumar,0009-0009-7656-7453,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Niclas,,Kuper,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Sebastian,,Kurten,https://orcid.org/0000-0001-7620-4462,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, -Radoslaw,P.,Lach,https://orcid.org/0009-0008-5585-0324,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, -Annalise,A,LaPlume,0000-0001-6725-3270,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Oscar,,Lecuona,0000-0003-0080-1062,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Jaeho,,Lee,0009-0002-5600-0336,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Gavin,,Leech,0000-0002-9298-1488,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,True,True,True,False,True,False,False,False,True,False,False,False,,True,False,False, -Ekaterina,,Leksina,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Chun-Yu,,Lin,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Yi,,Liu,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Feline,,Lohkamp,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Nigel Mantou,,Lou,0000-0003-1363-833X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, -Dermot,,Lynott,0000-0001-7338-0567,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Sean,,Mackinnon,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Maximilian,,Maier,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Sharan,,Maiya,0009-0003-3658-9873,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Matthew,C,Makel,0000-0002-3837-0088,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Daniel,,Manrique-Castano,0000-0002-1912-1764,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Diego,,Manríquez-Robles,0000-0002-6394-7854,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Lisa,,Mathes,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Brinna,E.,Mawhinney,https://orcid.org/0000-0002-4926-3026,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, -David,,McSharry,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Kimberly,Lewis,Meidenbauer,0000-0001-9135-6130,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Maria,,Meier,0000-0002-1655-5479,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Leticia,,Micheli,0000-0003-0066-8222,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,True,True,False,False,False,False,False,False,False,,False,False,False, -Thomas,,Miller,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Maria,,Montefinese,0000-0002-7685-1034,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -David,,Moreau,0000-0002-1957-1941,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,, -Nadja,,Moser,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Kellen,,Mrkva,0000-0002-6316-5502,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Joshua,,Muthu,0009-0003-7624-8424,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Jiří,,Nádvorník,0009-0009-9720-4141,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Niyatee,,Narkar,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Monika,,Nemcova,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Rían,,O'Mahoney,0009-0007-4939-0766,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Aoife,,O'Mahony,0000-0002-4585-2149,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Yvonne,,Oberholzer,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Danna,,Oomen,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,True,False,False,,False,False,False, -Maureen,,Osano,0009-0005-5333-2038,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Nikita,,Otstavnov,0000-0001-9818-4642,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Julian,,Packheiser,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Shubham,,Pandey,0000-0002-5591-8551,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Hugh,,Panton,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Frank,,Papenmeier,0000-0001-5566-9658,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Sam,,Parsons,0000-0002-7048-4093,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,True,False,False,False,False,False,False,False,False,,False,False,False, -Mariola,,Paruzel-Czachura,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Yuri,G.,Pavlov,0000-0002-3896-5145,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Nikolay,,Petrov,https://orcid.org/0000-0002-1305-0547,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, -Merle-Marie,,Pittelkow,0000-0002-7487-7898,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Willem,,Plomp,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Paul,E,Plonski,0000-0002-6748-6020,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Aleksandr,,Pravednikov,0000-0002-2553-2359,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Ekaterina,,Pronizius,0000-0003-1446-196X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Andrew,,Pua,0000-0002-2225-5245,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Katarzyna,,Pypno-Blajda,0000-0002-3024-3535,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Manuel,,Rausch,0000-0002-5805-5544,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Husnain,,Raza,0000-0002-2051-985X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Robert,,Reason,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Tobias,R.,Rebholz,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Hakile,,Resulbegoviq,0009-0006-2864-4424,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Elena,,Richert,0000-0003-0919-4879,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Jan,P.,Röer,0000-0001-7774-3433,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Jessica,,Röseler,https://orcid.org/0009-0007-7544-393X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, -Robert,M.,Ross,0000-0001-8711-1675,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, -Simone,,Russo,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Julia Fabienne,,Sandkühler,0000-0002-5585-9539,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Alejandro,,Sandoval-Lentisco,https://orcid.org/0000-0002-7876-0101,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, -Kathleen,,Schmidt,0000-0002-9946-5953,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Nuño,,Sempere,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Roksana,,Sobolak,0009-0001-9534-6439,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Matthias,F. J.,Sperl,0000-0002-5011-0780,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, -Jeffrey,R.,Stevens,0000-0003-2375-1360,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Maria,,Stogianni,0000-0002-3238-4331,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Raul,,Szekely,0000-0002-8854-2546,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Alvin,W. M.,Tan,0000-0001-5551-7507,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -J. Lukas,,Thürmer,0000-0002-5315-2847,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, -Marina,,Tiulpakova,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Aleksandra,,Tołopiło,0000-0002-2518-6759,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Johanna,,Tomczak,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Burak,,Tunca,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Wolf,,Vanpaemel,0000-0002-5855-3885,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Leigh Ann,,Vaughn,0000-0002-2399-7400,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, -Steven,,Verheyen,0000-0002-6778-6744,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, -Gerald,H.,Vineyard,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Lucia,,Weber,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Arnon,,Weinberg,,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Sophia,,Wingen,0000-0001-8734-9026,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,True,False,False,False,,False,False,False, -Julia,,Wolska,0000-0001-8675-4388,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Siu Kit,,Yeung,0000-0002-5835-0981,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Mariem,,Younssi,https://orcid.org/0009-0006-3739-7795,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, -Mirela,,Zaneva,0000-0003-3569-931X,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, -David,,Zimmermann,0000-0001-5784-2733,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, -Flavio,,Azevedo,0000-0001-9000-8513,FReD (FORRT Replication Database),https://forrt.org/replication-hub/,True,False,True,True,False,True,True,False,True,False,False,True,,True,True,False, -Hu,,Chuan-Peng,0000-0002-7503-5131,Open Science in Developing Countries,https://forrt.org/os-developing-world/,True,True,False,False,True,False,True,False,False,True,False,True,,True,True,, -Zhiqi,,Xu,0000-0001-9911-5518,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,True,False,False,False,False,False,,True,True,, -Aleksandra,,Lazić,0000-0002-0433-0483,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Piyali,,Bhattacharya,0000-0002-1410-4914,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Leonardo,,Seda,https://orcid.org/0000-0001-5071-0180,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Samiul,,Hossain,https://orcid.org/0000-0003-4553-0542,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Alma,,Jeftić,0000-0002-9285-2061,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Asil,Ali,Özdoğru,0000-0002-4273-9394,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Olavo,B.,Amaral,,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Nadica,,Miljković,0000-0002-3933-6076,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -Zlatomira,G.,Ilchovska,0000-0001-6682-9952,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Ljiljana,B.,Lazarevic,0000-0003-1629-3699,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Han-Wu-Shuang,,Bao,0000-0003-3043-710X,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,True,,True,True,, -Nikita,,Ghodke,0000-0001-5627-7007,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, -David,,Moreau,0000-0002-1957-1941,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Mahmoud,,Elsherif,0000-0002-0540-3998,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Chinchu,,C.,0000-0002-1893-3920,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Sakshi,,Ghai,0000-0002-8488-0273,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Clarissa,F. D.,Carneiro,0000-0001-8127-0034,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Danka,,Purić,0000-0001-5126-3781,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Yin,,Wang,0000-0002-3444-000X,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Mirela,,Zaneva,0000-0003-3569-931X,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Felipe,,Vilanova,0000-0002-2516-9975,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Iris,,Žeželj,0000-0002-9527-1406,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Obrad,,Vučkovac,0000-0001-5616-2680,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Saida,,Heshmati,https://orcid.org/0000-0003-4002-128X,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Pooja,,Kulkarni,0000-0002-9114-9323,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Nadia,Saraí,Corral-Frías,https://orcid.org/0000-0002-1934-0043,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Juan,Diego,García-Castro,0000-0002-9662-6547,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Shubham,,Pandey,0000-0002-5591-8551,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Jamal,,Amani Rad,0000-0002-7322-7412,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Thipparapu,,Rajesh,https://orcid.org/0000-0001-5218-8015,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Bita,,Vahdani,0000-0002-5727-8359,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Saad,,Almajed,0009-0001-1464-4750,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Amna,,Ben Amara,,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Leher,,Singh,,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Ali,H.,Al-Hoorie,https://orcid.org/0000-0003-3810-5978,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Marcelo,Camargo,Batistuzzo,0000-0003-1347-8241,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Daniel,,Fatori,,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Frankie,T. K.,Fong,https://orcid.org/0000-0002-6135-1379,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Zahra,,Khorami,0000-0003-2946-6456,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Joseph,,Almazan,0000-0001-5148-6889,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Biljana,,Gjoneska,https://orcid.org/0000-0003-1200-6672,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Meng,,Liu,0000-0001-8323-2699,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, -Flavio,,Azevedo,0000-0001-9000-8513,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,True,True,False,True,False,False,True,False,True,,True,True,, -Sam,,Parsons,0000-0002-7048-4093,FORRT's Curated Resources,https://forrt.org/resources/,True,False,False,False,False,False,False,False,False,True,False,False,,False,False,, -Flavio,,Azevedo,0000-0001-9000-8513,FORRT's Curated Resources,https://forrt.org/resources/,True,False,False,True,False,False,False,False,False,False,False,False,,False,False,, -Mahmoud,M,Elsherif,0000-0002-0540-3998,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Crystal,N.,Steltenpohl,0000-0001-5049-9354,FORRT's Curated Resources,https://forrt.org/resources/,True,False,False,True,False,False,True,True,False,False,False,False,,False,False,, -Katie,,Corker,https://orcid.org/0000-0002-7971-1678,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,True,True,False,False,False,False,,False,False,, -Madelief,,van der Velden,0009-0000-1007-6517,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Robin,R.,Hoekstra,0009-0009-9744-0320,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Nina,R.,Schwarzbach,https://orcid.org/0000-0002-0129-0340,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Rink,,Hoekstra,0000-0002-1588-7527,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,True,False,False,False,True,False,False,False,False,,False,False,, -Michiel,,van der Ree,,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Vera,,Heininga,0000-0003-0889-8524,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Antonia,,Krasteva,0009-0006-8034-0401,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Flavio,A,Azevedo,0000-0001-9000-8513,Adopting Principled Education,https://forrt.org/adopting/,True,True,False,False,False,False,True,True,False,True,False,False,,True,True,, +Adrien,,Mathy,0000-0002-8459-359X,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Amélie,,Gourdon-Kanhukamwe,https://orcid.org/0000-0002-3060-1320,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, +Andrea,,Kis,https://orcid.org/0000-0002-4345-3814,Accessible Feedback in Academia,,False,False,False,False,False,False,False,False,False,False,False,False,False,True,False,, +Angel,A.,García O' Diana,https://orcid.org/0000-0002-1533-7760,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Aoife,,Mahony,https://orcid.org/0000-0003-1075-6699,Accessible Feedback in Academia,,False,False,True,False,False,False,False,False,False,False,False,False,False,True,True,, +Aswathi,,Surendran,0000-0002-8709-6417,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Biljana,,Gjoneska,0000-0003-1200-6672,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,True,True,, +Bojana,,Dinić,https://orcid.org/0000-0002-5492-2188,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Brendan,,Ch'ng,0000-0002-8843-625X,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, +Christopher,J.,Graham,0000-0002-1144-7970,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,True,True,, +Clara,,Akpan,0000-0002-2415-6662,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, +Vaidis,C.,David,https://orcid.org/0000-0002-1954-2219,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, +Dilhan,,Toredi,https://orcid.org/0000-0001-8420-1245,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Eduarda,,Centeno,https://orcid.org/0000-0002-1490-4903,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, +Elis,,Gabriela,,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, +Pablo,Ezequiel,Flores-Kanter,https://orcid.org/0000-0002-6712-779X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, +Fabienne,,Ennigkeit,https://orcid.org/0000-0001-5309-0132,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Filip,,Děchtěrenko,https://orcid.org/0000-0003-0472-915X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,Accessible Feedback in Academia,,True,False,False,True,False,False,False,False,False,True,False,False,False,False,True,, +Giorgia,,Andreolli,https://orcid.org/0000-0001-9511-0496,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Godfrey,,Ikahu,https://orcid.org/0000-0002-1959-5812,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Halil,Emre,Kocalar,https://orcid.org/0000-0002-7299-162X,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, +Jiří,,Nádvorník,,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Julia,,Wolska,0000-0001-8675-4388,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Lamis,Yahia Mohamed,Elkheir,https://orcid.org/0000-0002-3516-334X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Leal,,Oburoglu,https://orcid.org/0000-0003-0130-6602,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,True,True,, +Magda,,Skubera,https://orcid.org/0000-0002-0301-1368,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, +Maria,,Montefinese,https://orcid.org/0000-0002-7685-1034,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,True,True,, +Marina,,Tiulpakova,https://orcid.org/0009-0006-1346-6741,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Marta,,Kowal,0000-0001-9050-1471,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Max,,Korbmacher,https://orcid.org/0000-0002-8113-2560,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,False,True,, +Mirela,,Zaneva,https://orcid.org/0000-0003-3569-931X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, +Nihan,,Albayrak,https://orcid.org/0000-0003-3412-4311,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Norbert,,Vanek,https://orcid.org/0000-0002-7805-184X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Paul,,Ilegbusi,https://orcid.org/0000-0003-3644-0553,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, +Peter,,Branney,https://orcid.org/0000-0002-2084-461X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, +Rafael,Valdece Sousa,Bastos,0000-0003-2444-6982,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Richard,Mudahera,Dushime,0000-0002-1281-9895,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, +Roksana,,Sobolak,0009-0001-9534-6439,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, +Ruslana,,Margova,0000-0001-6243-104X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Samaneh,,V.M Masuleh,,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Sara,,Priem,0000-0002-6213-3496,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Sarah,A,Sauve,https://orcid.org/0000-0003-1194-0113,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Sarah,Mohamed Saraheldeen,Hassan,0009-0001-7198-0515,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Saule,,Anafinova,https://orcid.org/0000-0002-4466-3426,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, +Sebastian,,Garcia,0000-0002-5591-8551,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Shubham,,Pandey,,Accessible Feedback in Academia,,False,False,True,False,False,False,False,False,False,False,False,False,False,False,False,, +Simon,,Porcher,0000-0001-6614-0338,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,True,, +Steven,,Verheyen,https://orcid.org/0000-0002-6778-6744,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Sujeet,,Yadav,,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Susanne,,Vogel,0000-0001-9717-5568,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,True,True,, +Thomas,Rhys,Evans,https://orcid.org/0000-0002-6670-0718,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, +Tosan,,Okome,https://orcid.org/0009-0002-6502-2430,Accessible Feedback in Academia,,False,False,True,False,False,False,False,False,False,False,False,False,False,False,False,, +Tugce,,Varol,0000-0003-0737-9802,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, +Vaitsa,,Giannouli,0000-0003-2176-8986,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, +Valeria,,Occelli,,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, +Veronica,,Diveica,0000-0002-5696-8200,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, +Veronica,,Allen,,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, +Xiaoli,,Chen,,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, +Yo,,Yehudi,0000-0003-2705-1724,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, +Yseult,,Héjja-Brichard,0000-0003-3939-3852,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, +Zhenya,,Kalenkovich,0000-0002-4606-4179,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,False,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Adopting Principled Education,https://forrt.org/adopting/,True,True,False,False,False,False,True,True,False,True,False,False,,True,True,, Sam,,Parsons,0000-0002-7048-4093,Adopting Principled Education,https://forrt.org/adopting/,True,True,False,False,False,False,False,True,False,False,False,False,,True,True,, Thomas,Rhys,Evans,0000-0002-6670-0718,Adopting Principled Education,https://forrt.org/adopting/,False,True,False,False,False,False,False,True,False,False,False,False,,True,True,, -Roksana,,Sobolak,0009-0001-9534-6439,Adopting Principled Education,https://forrt.org/adopting/,False,True,False,False,False,False,False,True,False,False,False,False,,False,True,, +Roksana,,Sobolak,0009-0001-9534-6439,Adopting Principled Education,https://forrt.org/adopting/,False,True,False,False,False,False,True,True,False,False,False,False,,False,True,, Magda,,Skubera,0000-0002-0301-1368,Adopting Principled Education,https://forrt.org/adopting/,False,True,False,False,False,False,False,True,False,False,False,False,,False,True,, Mahmoud,M,Elsherif,0000-0002-0540-3998,Adopting Principled Education,https://forrt.org/adopting/,False,True,False,False,False,False,False,True,False,False,False,False,,False,True,, Leticia,,Micheli,0000-0003-0066-8222,Adopting Principled Education,https://forrt.org/adopting/,False,True,False,False,False,False,False,True,False,False,False,False,,False,True,, Martin,R,Vasilev,0000-0003-1944-8828,Adopting Principled Education,https://forrt.org/adopting/,False,True,False,False,False,False,False,True,False,False,False,False,,False,True,, -Crystal,N.,Steltenpohl,0000-0001-5049-9354,Adopting Principled Education,https://forrt.org/adopting/,True,True,False,False,False,False,False,True,False,False,False,False,,False,True,, +Crystal,Nicole,Steltenpohl,0000-0001-5049-9354,Adopting Principled Education,https://forrt.org/adopting/,True,True,False,False,False,False,False,True,False,False,False,False,,False,True,, Antonia,,Krasteva,0009-0006-8034-0401,Adopting Principled Education,https://forrt.org/adopting/,False,True,False,False,False,False,False,True,False,False,False,False,,True,False,, John,J,Shaw,0000-0003-3190-6772,Adopting Principled Education,https://forrt.org/adopting/,False,True,False,False,False,False,False,True,False,True,False,False,,False,False,, Lukas,,Röseler,0000-0002-6446-1901,Adopting Principled Education,https://forrt.org/adopting/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, Panos,,Vasilikos,0009-0005-6609-5924,Adopting Principled Education,https://forrt.org/adopting/,False,True,False,False,False,False,False,True,False,False,False,False,,False,True,, Emily,,Friedel,0009-0001-0917-5398,Adopting Principled Education,https://forrt.org/adopting/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Barbara,,Sinicic,,Adopting Principled Education,https://forrt.org/adopting/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Barbara,,Sinicic,,Adopting Principled Education,https://forrt.org/adopting/,False,False,False,False,False,False,False,False,False,True,False,False,,False,True,, +Adira,,Daniel,,Adopting Principled Education,https://forrt.org/adopting/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Sarah,,Ashcroft-Jones,0000-0002-8614-9310,Adopting Principled Education,https://forrt.org/adopting/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Frederica,,Stabulm,,Adopting Principled Education,https://forrt.org/adopting/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Flavio,,Azevedo,0000-0001-9000-8513,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,True,False,False,True,False,False,,True,True,, +Sara,L,Middleton,0000-0001-5307-8029,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Jenny,Mai,Phan,0000-0002-4924-9857,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Steven,K.,Kapp,0000-0002-4440-1688,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Bethan,,Iley,0000-0002-5813-3303,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +John,J,Shaw,0000-0003-3190-6772,APS Observer,https://www.psychologicalscience.org/observer/gs-navigating-academia-as-neurodivergent-researchers,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Siu Kit,,Yeung,0000-0002-5835-0981,Autism & Open Science,,True,False,False,False,False,False,True,False,False,True,False,False,,True,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Steven,K.,Kapp,0000-0002-4440-1688,Autism & Open Science,,False,False,False,False,False,False,False,False,False,True,False,False,,False,True,, +Jenny,Mai,Phan,0000-0002-4924-9857,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Kayleigh,L,Warrington,0000-0003-3206-8002,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Bethan,,IIey,,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Tamara,,Kalandadze,,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Anusha,Vaithianathan,Ramji,0009-0008-8317-073X,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +John,J,Shaw,0000-0003-3190-6772,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Jan,Philipp,Röer,0000-0001-7774-3433,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Quinnehtukqut,,McLamore,0000-0001-6049-6851,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Mirela,,Zaneva,0000-0003-3569-931X,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Biljana,,Gjoneska,0000-0003-1200-6672,Autism & Open Science,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Flavio,,Azevedo,0000-0001-9000-8513,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,True,False,False,False,False,False,True,False,False,False,False,False,,True,True,, +Meng,,Liu,0000-0001-8323-2699,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Charlotte,R,Pennington,0000-0002-5259-642X,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Madeleine,,Pownall,0000-0002-3734-8006,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Thomas,Rhys,Evans,0000-0002-6670-0718,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Sam,,Parsons,0000-0002-7048-4093,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Leticia,,Micheli,0000-0003-0066-8222,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Samuel,J,Westwood,0000-0002-0107-6651,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +FORRT,,FORRT,0000-0002-7562-5342,BMC Pedagogical Communities,https://doi.org/10.1186/s13104-022-05944-1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Chimezie,O,Amaefule,0000-0001-9822-3648,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Jasmin,,Breitwieser,0000-0002-0337-7159,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Riddhi,,Divanhi,,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Luisa,,Fassi,0000-0002-0520-6425,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Isabela,,Figueira,0000-0001-6703-3200,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Sakshi,,Ghai,0000-0002-8488-0273,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Gillian,,Hayes,0000-0003-0966-8739,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Sebastian,,Kurten,0000-0001-7620-4462,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Lea,,Nobbe,0000-0002-5400-1952,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Amy,,Orben,0000-0002-2937-4183,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Madeleine,,Pownall,0000-0002-3734-8006,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,True,False,False,False,False,False,,True,True,False, +Anamara,,Ritt-Olson,,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Colleen,,Russo Johnson,,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Mirijam,,Schaaf,0009-0006-3115-1399,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Sabrina,,Shajeen Alam,0000-0002-4064-0091,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Flavio,,Azevedo,0000-0001-9000-8513,CERES Manuscript,https://osf.io/preprints/edarxiv/s73xb,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Charlotte,R,Pennington,/0000-0002-5259-642X,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Anna,,Meier,0000-0001-5495-713X,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Thomas,Rhys,Evans,0000-0002-6670-0718,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Roksana,,Sobolak,0009-0001-9534-6439,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Magda,,Skubera,0000-0002-0301-1368,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Annalisa,,Myer,0000-0002-2363-4757,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Heather,,Urry,0000-0003-4915-1785,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Aritra,,Mukherjee,,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Jamie,,Chan,,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Sa-Kiera,,Hudson,0000-0002-6607-1704,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Aritra,,Mukherjee,,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Mete Sefa,,Uysal,0000-0002-8698-9213,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Lucija,,Batinović,0000-0002-1017-0025,Educators' Corner,https://forrt.org/educators-corner/,True,False,False,False,False,False,False,False,False,False,False,True,,True,True,, +Andre,,Kalmendal,0000-0003-2871-9693,Educators' Corner,https://forrt.org/educators-corner/,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Dermot,,Lynott,0000-0001-7338-0567,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Daniela,,Duca,0000-0002-1960-6788,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Amanda,,Moehring,0000-0002-8088-4007,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Priya,,Silverstein,0000-0003-0095-339X,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Malika,,Ihle,0000-0002-3242-5981,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,True,,False,True,, +Leticia,,Micheli,0000-0003-0066-8222,Educators' Corner,https://forrt.org/educators-corner/,True,False,False,False,False,False,True,False,False,True,True,False,,True,True,, +Timo,B.,Roettger,0000-0003-1400-2739,Educators' Corner,https://forrt.org/educators-corner/,True,True,True,False,True,True,True,True,True,False,True,True,,True,True,, +Michael,,Franke,0000-0001-9670-8510,Educators' Corner,https://forrt.org/educators-corner/,True,True,True,False,True,True,True,True,True,False,True,True,,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Dora,,Butkovic,,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Vladislava,,Trashlieva,0009-0007-9232-9450,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Sara,L,Middleton,0000-0001-5307-8029,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Siu Kit,,Yeung,0000-0002-5835-0981,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Samantha,L,Tyler,0000-0001-9602-5015,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Bethan,,Iley,0000-0002-5813-3303,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,True,False,True,False,,True,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +John,J,Shaw,0000-0003-3190-6772,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Aoife,,O'Mahony,0000-0002-4585-2149,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Magdalena,,Grose-Hodge,0000-0002-0675-5215,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Educators' Corner,https://forrt.org/educators-corner/,True,False,False,False,False,False,True,False,False,True,True,False,,True,True,, +Rachel,,Renbarger,0000-0001-8754-5510,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Rachel,,Heyard,0000-0002-7531-4333,Educators' Corner,https://forrt.org/educators-corner/,True,False,False,False,False,False,False,False,False,False,False,True,,True,True,, +Karolina,,Urbanska,0000-0001-5063-4747,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Patrick,,Forscher,0000-0002-7763-3565,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Christopher,,Eaker,0000-0001-5881-1680,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Karen,,Matvienko-Sikar,0000-0003-2777-6581,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Balazs,,Aczel,0000-0001-9364-4988,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Sam,,Parsons,0000-0002-7048-4093,Educators' Corner,https://forrt.org/educators-corner/,True,False,False,False,False,False,True,False,False,True,True,False,,True,True,, +Ayanna,K,Thomas,0000-0001-8173-5911,Equity in Open Scholarship,,True,True,False,False,True,True,False,False,False,False,False,False,,True,True,, +Melissa,,Kline Struhl,0000-0003-2217-9331,Equity in Open Scholarship,,True,True,False,False,False,False,False,False,False,False,False,False,,True,True,, +Yuichi,,Shoda,0000-0001-6038-6142,Equity in Open Scholarship,,True,True,False,False,False,False,False,False,False,False,False,False,,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Equity in Open Scholarship,,True,True,False,False,True,True,False,False,False,False,False,False,,True,True,, +Lukas,,Röseler,0000-0002-6446-1901,FLoRA - Notify preprint alerts,,True,False,False,True,False,False,False,False,True,True,False,False,,False,True,, +Lukas,,Wallrich,0000-0003-2121-5177,FLoRA - Notify preprint alerts,,True,False,False,True,False,False,False,False,True,False,False,False,,True,False,, +Eliska,,Blazek,0009-0004-5454-9514,FLoRA - Notify preprint alerts,,False,False,False,False,True,False,False,False,True,False,False,False,,False,False,, +Keegan,George,Vaz,0009-0000-8879-2839,FLoRA - Notify preprint alerts,,False,False,False,False,False,False,False,False,True,False,False,False,,False,False,, +Betul,,Kan-Kilinc,0000-0002-3746-2327,FLoRA - Notify preprint alerts,,True,True,False,False,False,False,False,False,True,False,False,True,,False,True,, +Nishka,,Dasgupta,,FLoRA - Notify preprint alerts,,False,True,False,False,False,False,False,False,True,False,False,False,,False,False,, +Richard,Mudahera,Dushime,0000-0002-1281-9895,FLoRA - Notify preprint alerts,,True,False,False,False,False,False,False,False,True,False,False,True,,False,False,, +Irene Sophia,,Plank,0000-0002-9395-0894,FLoRA - Notify preprint alerts,,False,True,False,False,False,False,False,False,True,False,False,False,,False,True,, +Elen,,Le Foll,0000-0002-5839-8010,FLoRA - Notify preprint alerts,,False,True,False,False,False,False,False,False,True,False,False,False,,False,False,, +Akanksha,,Gupta,0009-0006-3602-1593,FLoRA - Notify preprint alerts,,False,True,True,False,False,False,False,False,True,False,False,True,,False,True,, +Pasquale,,Pellegrini,0000-0002-6196-4191,FLoRA - Notify preprint alerts,,False,False,False,False,False,False,False,False,True,False,False,False,,False,True,, +Josefina,,Weinerova,0000-0001-9911-526X,FLoRA - Notify preprint alerts,,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Flavio,,Azevedo,0000-0001-9000-8513,FLoRA - Notify preprint alerts,,True,False,False,True,False,False,False,False,False,False,False,False,,False,False,, +Lukas,,Röseler,0000-0002-6446-1901,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,True,False,False,False,False,False,False,False,True,False,False,False,,False,False,, +Lukas,,Wallrich,0000-0003-2121-5177,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,True,False,False,False,False,False,False,False,True,False,False,False,,False,False,, +Rohan,,Tondlekar,0009-0004-9131-8053,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,False,False,False,False,False,False,False,False,True,False,True,True,,False,False,, +Josefina,,Weinerova,0000-0001-9911-526X,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,False,False,False,False,False,False,False,False,False,False,True,False,,False,False,, +Cecilia,,Baldoni,0009-0008-1341-9456,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,False,False,False,False,False,False,False,False,False,False,True,True,,False,False,, +Anne,,Fouilloux,0000-0002-1784-2920,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,False,False,False,False,False,False,False,False,True,False,False,False,,False,False,, +Maria,,Meier,0000-0002-1655-5479,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,False,False,False,False,False,False,False,False,False,False,True,False,,False,False,, +Pablo,Ezequiel,Flores Kanter,0000-0002-6712-779X,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,False,False,False,False,False,False,False,False,False,False,True,False,,False,False,, +Isis,,Trajano,0000-0001-9001-4323,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,False,False,False,False,False,False,False,False,False,False,True,False,,False,False,, +David,Cyril,Vaidis,0000-0002-1954-2219,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,False,False,False,False,False,False,False,False,False,False,True,False,,False,False,, +Miriam,,Müller,0009-0006-6029-8808,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,False,False,False,False,False,False,False,False,False,False,False,True,,False,False,, +Patricia,,Arriaga,0000-0001-5766-0489,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,False,False,False,False,False,False,False,False,False,False,True,False,,False,False,, +Harry,D.,Coulson,0009-0008-8737-6137,FLoRA Zotero plugin,https://forrt.org/flora-zotero/,False,False,False,False,False,False,False,False,False,False,True,False,,False,False,, +Iris,,Smal,0000-0003-4511-9008,FORRT Booklet,https://forrt.org/booklet/,True,False,False,False,False,False,True,True,False,False,False,True,False,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,FORRT Booklet,https://forrt.org/booklet/,True,False,False,False,False,False,False,False,False,False,False,True,False,True,True,, +Sofie,,Smal,,FORRT Booklet,https://forrt.org/booklet/,False,False,False,False,False,False,False,False,False,False,False,False,False,True,False,, +Sarah,Ann,Sauve,0000-0003-1194-0113,FORRT Booklet,https://forrt.org/booklet/,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +Lukas,,Röseler,0000-0002-6446-1901,FORRT Booklet,https://forrt.org/booklet/,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +John,J,Shaw,0000-0003-3190-6772,FORRT Booklet,https://forrt.org/booklet/,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +Sara,L,Middleton,0000-0001-5307-8029,FORRT Booklet,https://forrt.org/booklet/,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +Lukas,,Röseler,https://orcid.org/0000-0002-6446-1901,FORRT Germany Verein,https://forrt.org/about/charity/,True,False,False,True,False,False,True,False,False,False,False,False,,True,False,, +Lukas,,Wallrich,0000-0003-2121-5177,FORRT Germany Verein,https://forrt.org/about/charity/,True,False,False,True,False,False,True,False,False,False,False,False,,True,False,, +Helena,,Hartmann,https://orcid.org/0000-0002-1331-6683,FORRT Germany Verein,https://forrt.org/about/charity/,True,False,False,True,False,False,False,False,False,False,False,False,,True,False,, +Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,FORRT Germany Verein,https://forrt.org/about/charity/,True,False,False,True,False,False,True,False,False,True,False,False,,False,True,, +Justin,,Sulik,0000-0002-0978-9496,FORRT Germany Verein,https://forrt.org/about/charity/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Malte,,Elson,0000-0001-7806-9583,FORRT Germany Verein,https://forrt.org/about/charity/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Leticia,,Micheli,0000-0003-0066-8222,FORRT Germany Verein,https://forrt.org/about/charity/,True,False,False,True,False,False,True,False,False,False,False,False,,False,True,, Madeleine,,Pownall,0000-0002-3734-8006,FORRT Lesson Plans,https://forrt.org/lesson-plans/,True,True,False,False,True,False,True,True,False,True,False,False,,True,True,, Flavio,,Azevedo,0000-0001-9000-8513,FORRT Lesson Plans,https://forrt.org/lesson-plans/,True,True,False,False,True,False,True,True,False,True,False,False,,True,True,, Alaa,,Aldoh,0000-0003-1988-0661,FORRT Lesson Plans,https://forrt.org/lesson-plans/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Mahmoud,,Elsherif,0000-0002-0540-3998,FORRT Lesson Plans,https://forrt.org/lesson-plans/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,FORRT Lesson Plans,https://forrt.org/lesson-plans/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, Martin,R,Vasilev,0000-0003-1944-8828,FORRT Lesson Plans,https://forrt.org/lesson-plans/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, Charlotte,R,Pennington,0000-0002-5259-642X,FORRT Lesson Plans,https://forrt.org/lesson-plans/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, Olly,M,Robertson,0000-0002-7333-0903,FORRT Lesson Plans,https://forrt.org/lesson-plans/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, @@ -913,63 +259,9 @@ Ronan,,McGarrigle,0000-0003-1704-1135,FORRT Lesson Plans,https://forrt.org/lesso Catherine,,Talbot,,FORRT Lesson Plans,https://forrt.org/lesson-plans/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, Sam,,Parsons,0000-0002-7048-4093,FORRT Lesson Plans,https://forrt.org/lesson-plans/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, Magdalena,,Grose-Hodge,0000-0002-0675-5215,FORRT Lesson Plans,https://forrt.org/lesson-plans/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Kelly,E,Lloyd,0000-0002-0420-2342,Team Cohesion,,False,False,False,False,False,False,True,True,False,False,False,False,,True,True,, -Flavio,,Azevedo,0000-0001-9000-8513,Team Cohesion,,True,False,False,False,False,False,False,True,False,True,False,False,,True,True,, -Giorgia,,Andreolli,0000-0001-9511-0496,Team Cohesion,,False,False,False,False,False,False,False,True,False,False,False,False,,True,True,, -John,J,Shaw,0000-0003-3190-6772,Team Cohesion,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Steven,,Verheyen,0000-0002-6778-6744,Team Credit,https://forrt.org/contributors/,True,False,False,False,False,False,True,True,False,False,False,False,,False,False,, -Flavio,,Azevedo,0000-0001-9000-8513,Team Credit,https://forrt.org/contributors/,True,False,True,False,False,False,True,True,False,True,False,True,,False,False,, -Emily,,Friedel,0009-0001-0917-5398,Team Credit,https://forrt.org/contributors/,False,False,True,False,False,False,True,True,False,False,False,True,,True,False,, -Lukas,,Wallrich,0000-0003-2121-5177,Team Credit,https://forrt.org/contributors/,True,True,False,False,False,False,False,True,False,False,False,True,,False,False,, -Antonia,,Krasteva,0009-0006-8034-0401,Team Credit,https://forrt.org/contributors/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Mahmoud,M,Elsherif,0000-0002-0540-3998,Team Credit,https://forrt.org/contributors/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Panos,,Vasilikos,0009-0005-6609-5924,Team Credit,https://forrt.org/contributors/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Susanne,,Adler,0000-0002-3211-6871,Team Credit,https://forrt.org/contributors/,False,False,False,False,False,False,False,True,False,False,False,True,,False,False,, -Riva,,Quiroga,0000-0002-1147-4135,Team Credit,https://forrt.org/contributors/,False,False,False,False,False,False,False,False,True,False,False,False,,False,False,, -Vanessa,,Vanessa Stan-Ugbene,,Team Credit,https://forrt.org/contributors/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Thomas,Rhys,Evans,0000-0002-6670-0718,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Roksana,,Sobolak,0009-0001-9534-6439,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Magda,,Skubera,0000-0002-0301-1368,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Charlotte,R,Pennington,/0000-0002-5259-642X,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Dermot,,Lynott,0000-0001-7338-0567,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Anna,,Meier,0000-0001-5495-713X,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Priya,,Silverstein,0000-0003-0095-339X,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Karolina,,Urbanska,0000-0001-5063-4747,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Annalisa,,Myer,0000-0002-2363-4757,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Sam,,Parsons,0000-0002-7048-4093,Educators' Corner,https://forrt.org/educators-corner/,True,False,False,False,False,False,True,False,False,True,True,False,,True,True,, -Flavio,,Azevedo,0000-0001-9000-8513,Educators' Corner,https://forrt.org/educators-corner/,True,False,False,False,False,False,True,False,False,True,True,False,,True,True,, -Sara,L,Middleton,0000-0001-5307-8029,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Siu Kit,,Yeung,0000-0002-5835-0981,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Samantha,L,Tyler,0000-0001-9602-5015,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Bethan,,Iley,0000-0002-5813-3303,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,True,False,,True,True,, -Mahmoud,,Elsherif,0000-0002-0540-3998,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -John,J.,Shaw,0000-0003-3190-6772,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Aoife,,O'Mahony,0000-0002-4585-2149,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Magdalena,,Grose-Hodge,0000-0002-0675-5215,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Karen,,Matvienko-Sikar,0000-0003-2777-6581,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Christopher,,Eaker,0000-0001-5881-1680,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Amanda,,Moehring,0000-0002-8088-4007,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Rachel,,Renbarger,0000-0001-8754-5510,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Leticia,,Micheli,0000-0003-0066-8222,Educators' Corner,https://forrt.org/educators-corner/,True,False,False,False,False,False,True,False,False,True,True,False,,True,True,, -Patrick,,Forscher,0000-0002-7763-3565,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Daniela,,Duca,0000-0002-1960-6788,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Balazs,,Aczel,0000-0001-9364-4988,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Heather,,Urry,0000-0003-4915-1785,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Aritra,,Mukherjee,,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Jamie,,Chan,,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Sa-Kiera,,Hudson,0000-0002-6607-1704,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Aritra,,Mukherjee,,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Mete Sefa,,Uysal,0000-0002-8698-9213,Educators' Corner,https://forrt.org/educators-corner/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Lucija,,Batinović,0000-0002-1017-0025,Educators' Corner,https://forrt.org/educators-corner/,True,False,False,False,False,False,False,False,False,False,False,True,,True,True,, -Andre,,Kalmendal,0000-0003-2871-9693,Educators' Corner,https://forrt.org/educators-corner/,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Nina,Renate,Schwarzbach,0000-0002-0129-0340,JUST-OS,https://www.just-os.org/,True,True,False,True,True,True,True,True,False,True,False,True,,True,True,, -Rink,,Hoekstra,0000-0002-1588-7527,JUST-OS,https://www.just-os.org/,True,True,False,True,True,True,True,False,False,True,False,True,,True,True,, -Michiel,,van der Ree,,JUST-OS,https://www.just-os.org/,True,False,False,True,True,True,False,True,False,False,False,False,,False,True,, -Vera,,Heininga,0000-0003-0889-8524,JUST-OS,https://www.just-os.org/,True,False,False,True,True,True,False,True,False,False,False,False,,False,True,, -Flavio,,Azevedo,0000-0001-9000-8513,JUST-OS,https://www.just-os.org/,False,True,False,True,True,True,False,True,True,False,False,False,,True,True,, -Madelief,,van der Velden,0009-0000-1007-6517,JUST-OS,https://www.just-os.org/,False,True,False,False,False,False,False,True,False,False,False,False,,False,False,, -Robin,R.,Hoekstra,0009-0009-9744-0320,JUST-OS,https://www.just-os.org/,False,True,False,False,False,False,False,True,False,False,False,False,,False,False,, +Lukas,,Röseler,0000-0002-6446-1901,FORRT Robustness Lighthouse,,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Flavio,,Azevedo,0000-0001-9000-8513,FORRT Robustness Lighthouse,,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Lukas,,Wallrich,0000-0003-2121-5177,FORRT Robustness Lighthouse,,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, Jordan,,Wagge,0000-0002-5105-2084,FORRT Self Assessment,https://forrt.org/self-assessment/,True,False,False,False,True,False,True,False,True,False,False,False,,True,True,, Crystal,Nicole,Steltenpohl,0000-0001-5049-9354,FORRT Self Assessment,https://forrt.org/self-assessment/,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, Flavio,,Azevedo,0000-0001-9000-8513,FORRT Self Assessment,https://forrt.org/self-assessment/,True,False,False,False,True,False,True,False,True,True,False,False,,True,True,, @@ -978,32 +270,68 @@ Carl,Michael,Galang,0000-0002-4088-8476,FORRT Self Assessment,https://forrt.org/ Leticia,,Micheli,,FORRT Self Assessment,https://forrt.org/self-assessment/,True,False,False,False,True,False,False,False,True,False,False,False,,True,True,, Martin,,Vasilev,,FORRT Self Assessment,https://forrt.org/self-assessment/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, Mahmoud,,Elsherif,,FORRT Self Assessment,https://forrt.org/self-assessment/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,FORRT's Clusters,https://forrt.org/clusters/,True,True,False,True,True,False,True,True,False,True,False,True,,True,True,, +Sam,,Parsons,0000-0002-7048-4093,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Leticia,,Micheli,0000-0003-0066-8222,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Helena,,Hartmann,0000-0002-1331-6683,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Bethan,,Iley,0000-0002-5813-3303,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Priya,,Silverstein,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Lukas,,Röseler,0000-0002-6446-1901,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Sara,,Middleton,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Crystal,N,Steltenpohl,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Malika,,Ihle,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Panos,,Vasilikos,,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,False,False,False,False,False,False,False,False,,True,True,, +Madeleine,,Pownall,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Rachel,,Renbarger,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Helena,,Gellersen,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Sarah,A,Sauve,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +John,,Shaw,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Mike,,Galang,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Thomas,Rhys,Evans,0000-0002-6670-0718,FORRT's Clusters,https://forrt.org/clusters/,False,True,False,False,False,False,False,False,False,False,False,False,,True,True,, +Adrien,,Mathy,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Vaitsa,,Giannouli,0000-0003-2176-8986,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Max,F,Wan,0000-0002-6043-7349,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Joeri,K.,Tijdink,0000-0002-1826-2274,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Dora,,Butkovic,,FORRT's Clusters,https://forrt.org/clusters/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Sam,,Parsons,0000-0002-7048-4093,FORRT's Curated Resources,https://forrt.org/resources/,True,False,False,False,False,False,False,False,False,True,False,False,,False,False,, +Flavio,,Azevedo,0000-0001-9000-8513,FORRT's Curated Resources,https://forrt.org/resources/,True,False,False,True,False,False,False,False,False,False,False,False,,False,False,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Crystal,Nicole,Steltenpohl,0000-0001-5049-9354,FORRT's Curated Resources,https://forrt.org/resources/,True,False,False,True,False,False,True,True,False,False,False,False,,False,False,, +Katie,,Corker,https://orcid.org/0000-0002-7971-1678,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,True,True,False,False,False,False,,False,False,, +Madelief,,van der Velden,0009-0000-1007-6517,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Robin,R.,Hoekstra,0009-0009-9744-0320,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Nina,R.,Schwarzbach,https://orcid.org/0000-0002-0129-0340,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Rink,,Hoekstra,0000-0002-1588-7527,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,True,False,False,False,True,False,False,False,False,,False,False,, +Michiel,,van der Ree,,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Vera,,Heininga,0000-0003-0889-8524,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Antonia,,Krasteva,0009-0006-8034-0401,FORRT's Curated Resources,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, Flavio,,Azevedo,0000-0001-9000-8513,FORRT's Manifesto,https://osf.io/bnh7p_v1,True,,,,False,False,,False,False,True,False,True,,,,, Sam,,Parsons,0000-0002-7048-4093,FORRT's Manifesto,https://osf.io/bnh7p_v1,True,,,,False,False,,False,False,True,False,True,,,,, Leticia,,Micheli,0000-0003-0066-8222,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,True,False,True,,,,, Julia,,Strand,0000-0001-5950-0139,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,True,False,False,,,,, Eike,,Rinke,0000-0002-5330-7634,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,True,False,False,,,,, Samuel,,Guay,0000-0001-6990-839X,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, -Mahmoud,M.,Elsherif,0000-0002-0540-3998,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Kimberly,,Quinn,0000-0002-0751-0172,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, -Jordan,R.,Wagge,0000-0002-5105-2084,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, -Crystal,N.,Steltenpohl,0000-0001-5049-9354,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, +Jordan,,Wagge,0000-0002-5105-2084,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, +Crystal,Nicole,Steltenpohl,0000-0001-5049-9354,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Tamara,,Kalandadze,0000-0003-1061-1131,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Gilad,,Feldman,0000-0003-2812-6599,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Katherine,S.,Button,0000-0003-4332-8789,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, -Martin,R.,Vasilev,0000-0003-1944-8828,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,True,,,,, +Martin,R,Vasilev,0000-0003-1944-8828,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,True,,,,, Cátia,M.,Ferreira de Oliveira,0000-0002-2976-3330,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Balazs,,Aczel,0000-0001-9364-4988,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Jacob,,Miranda,0000-0003-2553-1273,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Carl,Michael,Galang,0000-0002-4088-8476,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Bradley,J.,Baker,0000-0002-1697-4198,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, -Charlotte,R.,Pennington,0000-0002-5259-642X,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, +Charlotte,R,Pennington,0000-0002-5259-642X,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Tamara,,Marques,0000-0001-6539-5494,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Connor,T.,Keating,0000-0001-5906-1789,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Catherine,,Laverty,0000-0003-1101-3942,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Meng,,Liu,0000-0001-8323-2699,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Yanna,J,Weisberg,0000-0002-4219-6625,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, -Thomas,R,Evans,0000-0002-6670-0718,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, +Thomas,Rhys,Evans,0000-0002-6670-0718,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Madeleine,,Pownall,0000-0002-3734-8006,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Phil,,McAleer,0000-0002-4523-2097,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Kait,,Clark,0000-0002-2270-2455,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, @@ -1018,7 +346,7 @@ Shilaan,,Alzahawi,0000-0002-6892-4643,FORRT's Manifesto,https://osf.io/bnh7p_v1, Siu Kit,,Yeung,0000-0002-5835-0981,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Tina,B,Lonsdorf,0000-0003-1501-4846,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Tobias,,Wingen,0000-0002-1559-859X,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, -Christopher,James,Graham,0000-0002-1144-7970,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, +Christopher,J.,Graham,0000-0002-1144-7970,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Steven,,Verheyen,0000-0002-6778-6744,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Jeffrey,,Lees,0000-0001-6030-4207,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Kathleen,,Schmidt,0000-0002-9946-5953,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, @@ -1026,10 +354,10 @@ Karen,,Matvienko-Sikar,0000-0003-2777-6581,FORRT's Manifesto,https://osf.io/bnh7 Emily,,Nordmann,0000-0002-0806-1081,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Biljana,,Gjoneska,0000-0003-1200-6672,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Luisa,,Fassi,0000-0002-0520-6425,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, -Patrick,S.,Forscher,0000-0002-7763-3565,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, +Patrick,,Forscher,0000-0002-7763-3565,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Loek,,Brinkman,0000-0003-3997-1173,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Michele,C,Lim,0000-0001-8069-0416,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, -Olly,,Robertson,0000-0002-7333-0903,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, +Olly,M,Robertson,0000-0002-7333-0903,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Theofilos,,Gkinopoulos,0000-0003-0853-5272,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Suzanne,L. K.,Stewart,0000-0003-2152-0091,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Aoife,,O'Mahony,0000-0002-4585-2149,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, @@ -1038,13 +366,175 @@ Ali,H,Al-Hoorie,0000-0003-3810-5978,FORRT's Manifesto,https://osf.io/bnh7p_v1,Fa Lydia,,Riedl,0000-0003-4131-7891,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Andrew,J.,Stewart,0000-0002-9795-4104,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, Halil,E.,Kocalar,0000-0002-7299-162X,FORRT's Manifesto,https://osf.io/bnh7p_v1,False,,,,False,False,,False,False,False,False,False,,,,, -Pablo,Ezequiel,Flores-Kanter,https://orcid.org/0000-0002-6712-779X,Glossary - Spanish Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Tao,,Coll-Martín,0000-0002-0591-4018,Glossary - Spanish Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Patrícia,,Arriaga,0000-0001-5766-0489,Glossary - Portuguese Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Bruna,,Valério Gomes,0000-0003-4443-7100,Glossary - Portuguese Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Clarissa,,França Dias Carneiro,0000-0001-8127-0034,Glossary - Portuguese Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Larrie,Rabelo,Laporte,https://orcid.org/0000-0002-4252-4668,Glossary - Portuguese Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Luiza,Marques Prates,Behrens,0000-0002-6766-734X,Glossary - Portuguese Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Lukas,,Röseler,https://orcid.org/0000-0002-6446-1901,FReD R package,https://forrt.org/FReD/,True,False,False,False,False,False,False,False,True,False,False,False,,False,False,, +Lukas,,Wallrich,0000-0003-2121-5177,FReD R package,https://forrt.org/FReD/,True,False,False,False,False,False,False,False,True,False,False,False,,False,False,, +Helena,,Hartmann,https://orcid.org/0000-0002-1331-6683,FReD R package,https://forrt.org/FReD/,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,FReD R package,https://forrt.org/FReD/,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Susann,,Auer,,German teaching network grant,,True,False,False,True,False,False,True,False,False,True,False,False,False,True,True,, +Flavio,,Azevedo,,German teaching network grant,,True,False,False,True,False,False,False,True,True,True,False,False,False,True,False,, +Lukas,,Wallrich,0000-0003-2121-5177,German teaching network grant,,False,False,False,False,False,False,False,True,True,False,False,False,False,False,False,, +Lukas,,Röseler,,German teaching network grant,,False,False,False,True,False,False,False,True,True,False,False,False,False,False,False,, +Elen,,Le Foll,0000-0002-5839-8010,German teaching network grant,,True,False,False,True,False,False,False,False,False,False,False,False,False,True,True,, +Sonja,,Eisenbeiss,0000-0003-4975-3372,German teaching network grant,,True,False,False,True,False,False,False,False,False,False,False,False,False,True,True,, +Sebastian,,Ocklenburg,0000-0001-5882-3200,German teaching network grant,,True,False,False,True,False,False,False,False,False,False,False,False,False,True,False,, +David,,Urschler,0000-0003-3223-4816,German teaching network grant,,True,False,False,True,False,False,False,False,False,False,False,False,False,True,False,, +Manuel,,Spitschan,,German teaching network grant,,False,False,False,True,False,False,False,False,False,False,False,False,False,False,False,, +Laura,M,König,,German teaching network grant,,False,False,False,True,False,False,False,False,False,False,False,False,False,False,False,, +Rima-Maria,,Rahal,0000-0002-1404-0471,German teaching network grant,,False,False,False,True,False,False,False,False,False,False,False,False,False,False,False,, +Flavio,,Azevedo,0000-0001-9000-8513,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,True,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Martin,R,Vasilev,0000-0003-1944-8828,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Leticia,,Micheli,0000-0003-0066-8222,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +James,E,Bartlett,0000-0002-4191-5245,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Sam,,Parsons,0000-0002-7048-4093,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Kimberly,,Quinn,0000-0002-0751-0172,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Tamara,,Kalandadze,0000-0003-1061-1131,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Joanne,,McCuaig,0000-0002-3074-7944,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Helena,,Hartmann,0000-0002-1331-6683,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Lukas,,Wallrich,0000-0003-2121-5177,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Giorgia,,Andreolli,0000-0001-9511-0496,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Kelly,E,Lloyd,0000-0002-0420-2342,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +John,J,Shaw,0000-0003-3190-6772,Getting Started with FORRT,https://docs.google.com/document/d/17ECRs6J8spO3CU6siheGL8weQ-TzdyAUpXIiIE8cUeI/edit?tab=t.0#heading=h.9uywlkccaw1,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Sam,,Parsons,0000-0002-7048-4093,Glossary,https://forrt.org/glossary/,True,False,False,False,True,True,True,False,False,False,True,False,,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Glossary,https://forrt.org/glossary/,True,True,True,False,True,True,True,False,True,False,True,True,,True,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,True,False,,True,True,, +Samuel,,Guay,0000-0001-6990-839X,Glossary,https://forrt.org/glossary/,False,True,True,False,False,False,False,False,True,False,True,True,,True,True,, +Owen,N,Shahim,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Gisela,H,Govaart,0000-0001-7906-3925,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Emma,,Norris,0000-0002-9957-4025,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Aoife,,O'Mahony,0000-0002-4585-2149,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Adam,J,Parker,0000-0002-1367-2282,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Ana,,Todorovic,0000-0003-2697-9635,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Charlotte,R,Pennington,0000-0002-5259-642X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Elias,,Garcia-Pelegrin,0000-0003-0024-9861,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Aleksandra,,Lazić,0000-0002-0433-0483,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Olly,M,Robertson,0000-0002-7333-0903,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Sara,L,Middleton,0000-0001-5307-8029,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Beatrice,,Valentini,0000-0002-7382-6079,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Joanne,,McCuaig,0000-0002-3074-7944,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Bradley,J.,Baker,0000-0002-1697-4198,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Elizabeth,,Collins,0000-0002-2707-4646,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Adrien,A,Fillon,0000-0001-8324-2715,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Tina,B,Lonsdorf,0000-0003-1501-4846,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Michele,C,Lim,0000-0001-8069-0416,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Norbert,,Vanek,0000-0002-7805-184X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Marton,,Kovacs,0000-0002-8142-8492,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Timo,B.,Roettger,0000-0003-1400-2739,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Sonia,,Rishi,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Jacob,,Miranda,0000-0003-2553-1273,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Matt,,Jaquiery,0000-0003-3599-1580,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Suzanne,L. K.,Stewart,0000-0003-2152-0091,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Valeria,,Agostini,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Andrew,J.,Stewart,0000-0002-9795-4104,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Kamil,,Izydorczak,0000-0002-9870-3825,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Sarah,,Ashcroft-Jones,0000-0002-8614-9310,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Helena,,Hartmann,0000-0002-1331-6683,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Madeleine,,Ingham,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Yuki,,Yamada,0000-0003-1431-568X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Martin,R,Vasilev,0000-0003-1944-8828,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Filip,,Děchtěrenko,0000-0003-0472-915X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Nihan,,Albayrak-Aydemir,0000-0003-3412-4311,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Yu-Fang,,Yang,0000-0001-9089-6020,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Annalise,A,LaPlume,0000-0001-6725-3270,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Julia,,Wolska,0000-0001-8675-4388,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Emma,L,Henderson,0000-0002-5396-2321,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Mirela,,Zaneva,0000-0003-3569-931X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Benjamin,G,Farrar,0000-0001-8912-6133,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Ross,,Mounce,0000-0002-3520-2046,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Tamara,,Kalandadze,0000-0003-1061-1131,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Wanyin,,Li,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Qinyu,,Xiao,0000-0002-9824-9247,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Robert,M,Ross,https://orcid.org/0000-0001-8711-1675,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Siu Kit,,Yeung,0000-0002-5835-0981,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Meng,,Liu,0000-0001-8323-2699,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Micah,L,Vandegrift,0000-0001-8429-7697,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Zoltan,,Kekecs,0000-0001-9247-9781,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Marta,K,Topor,0000-0003-3761-392X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Myriam,A.,Baum,https://orcid.org/0000-0002-1006-3430,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Emily,A,Williams,0000-0003-0637-7151,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Asma,A,Assaneea,0000-0003-4717-3438,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Amélie,,Bret,0000-0002-9129-0415,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Aidan,G,Cashin,0000-0003-4190-7912,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Nick,,Ballou,0000-0003-4126-0696,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Tsvetomira,,Dumbalska,0000-0002-5761-8536,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Bettina,M. J.,Kern,0000-0003-1591-7236,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Claire,R,Melia,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Beatrix,,Arendt,0000-0003-4433-5622,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Gerald,H,Vineyard,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Jade,S,Pickering,0000-0002-7242-9207,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Thomas,Rhys,Evans,0000-0002-6670-0718,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Catherine,,Laverty,0000-0003-1101-3942,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Eliza,A,Woodward,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +David,,Moreau,0000-0002-1957-1941,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Dominique,G,Roche,0000-0002-3326-864X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Eike,,Rinke,0000-0002-5330-7634,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Graham,,Reid,0000-0002-6079-9323,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Eduardo,,Garcia-Garzon,0000-0001-5258-232X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Steven,,Verheyen,0000-0002-6778-6744,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Halil,E.,Kocalar,0000-0002-7299-162X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Ashley,R,Blake,0000-0001-5963-9632,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Jamie,P,Cockcroft,0000-0002-0637-8851,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Leticia,,Micheli,0000-0003-0066-8222,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,True,False,False,False,,False,True,, +Brice,,Beffara Bret,0000-0002-0586-6650,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Zoe,M,Flack,0000-0001-8123-5589,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Barnabas,,Szaszi,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Markus,,Weinmann,0000-0002-8342-2756,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Oscar,,Lecuona,0000-0003-0080-1062,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Birgit,,Schmidt,0000-0001-8036-5859,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +William,XQ,Ngiam,0000-0003-3567-3881,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Ana,,Barbosa Mendes,0000-0002-1205-1724,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Shannon,,Francis,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Brett,J.,Gall,0000-0001-5907-220X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Mariella,,Paul,0000-0002-5535-7141,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Connor,T.,Keating,0000-0001-5906-1789,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Magdalena,,Grose-Hodge,,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +James,E,Bartlett,0000-0002-4191-5245,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Bethan,,Iley,0000-0002-5813-3303,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Lisa,,Spitzer,0000-0002-4925-7291,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Madeleine,,Pownall,0000-0002-3734-8006,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Christopher,J.,Graham,0000-0002-1144-7970,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Tobias,,Wingen,https://orcid.org/0000-0002-1559-859X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Jenny,,Terry,0000-0002-6843-7116,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Cátia,M.,Ferreira de Oliveira,0000-0002-2976-3330,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Ryan,A,Millager,0000-0003-2266-9736,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Kerry,,Fox,0000-0002-5873-503X,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Alaa,,Aldoh,https://orcid.org/0000-0003-1988-0661,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Alexander,,Hart,0000-0003-1672-9616,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Olmo,R,van den Akker,0000-0002-0712-3746,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Gilad,,Feldman,0000-0003-2812-6599,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Dominik,A,Kiersz,0000-0001-5787-9034,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Christina,,Pomareda,0000-0001-7386-297,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Kai,,Krautter,0000-0003-1578-3098,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Ali,H,Al-Hoorie,0000-0003-3810-5978,Glossary,https://forrt.org/glossary/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Balazs,,Aczel,0000-0001-9364-4988,Glossary,https://forrt.org/glossary/,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Ali,H,Al-Hoorie,0000-0003-3810-5978,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, +Amani,A.,Aloufi,0009-0004-4642-3647,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, +Asma,A.,Alzahrani,0000-0003-2558-7779,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, +Hala,M.,Alghamdi,0000-0002-6994-7222,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, +Ahlam,Ahmed,Almehmadi,0000-0003-1462-5346,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,True,False,False,,False,True,, +Hiba,A.,Alomary,0000-0001-7476-0561,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, +Zainab,Abdullah,Alsuhaibani,0000-0002-2154-9460,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Abdulsamad,Yahya,Humaidan,0000-0002-8469-7751,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Naif,Ali,Masrahi,,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Awatif,K.,Alruwaili,0000-0003-0507-9590,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Mahdi,R,Aben Ahmed,,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Ruwayshid,N,Alruwaili,0000-0002-0854-1069,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Hussain,Mohammed,Alzubaidi,0000-0002-4107-8280,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Nazik,Noaman A.,Alnour,0000-0002-2979-1630,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Moustafa,Mohammed,Shalaby,0000-0002-2501-2492,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Nabil,Ali,Sayed,,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Mai,Salah El din,Helmy,https://orcid.org/0000-0002-7649-1358,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Ahmed,Hadi,Hakami,0000-0003-4996-3214,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Alaa,M.,Saleh,0000-0002-4052-3469,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, +Sarah,S,Almutairi,https://orcid.org/0000-0003-3350-1760,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Mohammed,Ali,Mohsen,0000-0003-3169-102X,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Samiul,,Hossain,https://orcid.org/0000-0003-4553-0542,Glossary - Bengali Translation,,False,False,False,False,False,False,True,True,False,True,False,False,True,False,False,, +Md. Burhan,Uddin,Zubair,https://orcid.org/0009-0007-0456-5112,Glossary - Bengali Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Zlatomira,G.,Ilchovska,0000-0001-6682-9952,Glossary - Bulgarian Translation,,False,False,False,False,False,False,False,True,False,False,True,False,True,True,True,, +Momchil,,Terziev,0000-0002-1664-6186,Glossary - Bulgarian Translation,,False,False,False,False,False,False,False,True,False,False,True,False,True,True,True,, +Marie,,Dokovova,0000-0002-4350-6082,Glossary - Bulgarian Translation,,False,False,False,False,False,False,False,True,False,False,True,False,True,True,True,, +Antonia,,Krasteva,0009-0006-8034-0401,Glossary - Bulgarian Translation,,False,False,False,False,False,False,False,True,False,False,True,False,True,True,True,, +Dilyana,,Hristova,,Glossary - Bulgarian Translation,,False,False,False,False,False,False,False,True,False,False,True,False,True,True,True,, +Vladislava,,Trashlieva,0009-0007-9232-9450,Glossary - Bulgarian Translation,,False,False,False,False,False,False,False,True,False,False,True,False,True,True,True,, Shuxian,,Jin,0000-0003-2209-4311,Glossary - Chinese Translation,,False,False,False,False,False,True,False,True,True,True,True,False,True,False,False,, Cathy,,Fang,0009-0003-0557-4089,Glossary - Chinese Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, Yu,,Xu,0009-0001-2274-7506,Glossary - Chinese Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, @@ -1057,62 +547,361 @@ Liangjie,,Chen,0000-0001-9317-3047,Glossary - Chinese Translation,,False,False,F Xiujuan,,Wen,,Glossary - Chinese Translation,,False,False,False,False,False,True,False,True,True,False,True,False,True,False,False,, Junlin,,Jing,,Glossary - Chinese Translation,,False,False,False,False,False,True,False,True,True,False,False,False,False,False,False,, Pengfeng,,Hao,,Glossary - Chinese Translation,,False,False,False,False,False,True,False,True,True,False,False,False,False,False,False,, +Helena,,Hartmann,0000-0002-1331-6683,Glossary - German Translation,https://forrt.org/glossary/german/,False,False,False,False,False,False,True,True,False,False,True,False,True,False,False,, +Susanne,,Vogel,0000-0001-9717-5568,Glossary - German Translation,https://forrt.org/glossary/german/,False,False,False,False,False,False,True,True,False,False,True,False,True,False,False,, +Bettina,M. J.,Kern,0000-0003-1591-7236,Glossary - German Translation,https://forrt.org/glossary/german/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Jennifer,,Mattschey,0000-0002-9582-842X,Glossary - German Translation,https://forrt.org/glossary/german/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Joris,,Frese,0000-0002-5871-997X,Glossary - German Translation,https://forrt.org/glossary/german/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, Maria,,Montefinese,https://orcid.org/0000-0002-7685-1034,Glossary - Italian Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, Valeria,,Agostini,,Glossary - Italian Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, Marta,,Mangiarulo,,Glossary - Italian Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, Milena,Veronica,Rota,,Glossary - Italian Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Samiul,,Hossain,https://orcid.org/0000-0003-4553-0542,Glossary - Bengali Translation,,False,False,False,False,False,False,True,True,False,True,False,False,True,False,False,, -Md. Burhan,Uddin,Zubair,https://orcid.org/0009-0007-0456-5112,Glossary - Bengali Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Patricia,,Arriaga,0000-0001-5766-0489,Glossary - Portuguese Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Bruna,,Valério Gomes,0000-0003-4443-7100,Glossary - Portuguese Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Clarissa,,França Dias Carneiro,0000-0001-8127-0034,Glossary - Portuguese Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Larrie,Rabelo,Laporte,https://orcid.org/0000-0002-4252-4668,Glossary - Portuguese Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Luiza,Marques Prates,Behrens,0000-0002-6766-734X,Glossary - Portuguese Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Iris,,Žeželj,0000-0002-9527-1406,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Ljiljana,B.,Lazarevic,0000-0003-1629-3699,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Danka,,Purić,0000-0001-5126-3781,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Nadica,,Miljković,0000-0002-3933-6076,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Bojana,M.,Dinić,0000-0002-5492-2188,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Vojin,M.,Simunović,0000-0001-6526-4208,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Zoran,,Pavlović,0000-0002-9231-5100,Glossary - Serbian Translation,https://forrt.org/glossary/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Pablo,Ezequiel,Flores-Kanter,https://orcid.org/0000-0002-6712-779X,Glossary - Spanish Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Tao,,Coll-Martín,0000-0002-0591-4018,Glossary - Spanish Translation,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, +Lukas,,Röseler,0000-0002-6446-1901,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,True,False,False,False,False,False,True,False,False,True,False,False,,True,True,, +Lukas,,Wallrich,0000-0003-2121-5177,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Helena,,Hartmann,0000-0002-1331-6683,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Charlotte,R,Pennington,0000-0002-5259-642X,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Mark,,Jekel,,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Gilad,,Feldman,0000-0003-2812-6599,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Abel,,Brodeur,,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Annette,,van Randenborgh,,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Peder,Mortvedt,Isager,0000-0002-6922-3590,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Luisa,,Altegoer,0000-0001-8466-7328,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Janik,,Goltermann,0000-0003-3087-1002,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Joachim,,Hüffmeier,0000-0002-0490-7035,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Veronica,,Boyce,0000-0002-8890-2775,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Sarahanne,M.,Field,0000-0001-7874-1261,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Don,,van Ravenzwaaij,0000-0002-5030-4091,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Merle-Marie,,Pittelkow,0000-0002-7487-7898,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Pryia,,Silverstein,,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Madeleine,,Pownall,0000-0002-3734-8006,Impact on students,https://forrt.org/impact/,True,False,True,False,True,True,True,True,True,True,True,False,,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Impact on students,https://forrt.org/impact/,True,False,True,False,True,True,True,True,False,True,True,False,,True,True,, +Laura,Maria,König,0000-0003-3655-8842,Impact on students,https://forrt.org/impact/,False,False,False,False,True,True,False,False,False,False,False,False,,True,True,, +Hannah,R.,Slack,0000-0003-2522-8717,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Thomas,Rhys,Evans,0000-0002-6670-0718,Impact on students,https://forrt.org/impact/,False,False,False,False,True,True,False,False,False,False,False,False,,True,True,, +Zoe,M,Flack,0000-0001-8123-5589,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Sandra,,Grinschgl,0000-0001-6666-9426,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,True,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,Impact on students,https://forrt.org/impact/,False,False,False,False,True,True,False,True,False,False,False,False,,True,True,, +Katie,A,Gilligan-Lee,0000-0002-5406-2149,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Cátia,M.,Ferreira de Oliveira,0000-0002-2976-3330,Impact on students,https://forrt.org/impact/,False,False,False,False,False,True,False,True,False,False,False,False,,True,True,, +Biljana,,Gjoneska,0000-0003-1200-6672,Impact on students,https://forrt.org/impact/,False,False,False,False,True,True,False,True,False,False,False,False,,True,False,, +Tamara,,Kalandadze,0000-0003-1061-1131,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Katherine,S.,Button,0000-0003-4332-8789,Impact on students,https://forrt.org/impact/,False,False,False,False,True,True,False,False,False,False,False,False,,False,True,, +Sarah,,Ashcroft-Jones,0000-0002-8614-9310,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,False,, +Jenny,,Terry,0000-0002-6843-7116,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,, +Nihan,,Albayrak-Aydemir,0000-0003-3412-4311,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,True,True,, +Filip,,Děchtěrenko,0000-0003-0472-915X,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Shilaan,,Alzahawi,0000-0002-6892-4643,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,False,True,, +Bradley,J.,Baker,0000-0002-1697-4198,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,True,False,False,False,False,,True,True,, +Merle-Marie,,Pittelkow,0000-0002-7487-7898,Impact on students,https://forrt.org/impact/,False,False,False,False,False,True,False,False,False,False,False,False,,False,True,, +Lydia,,Riedl,0000-0003-4131-7891,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Kathleen,,Schmidt,0000-0002-9946-5953,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Charlotte,R,Pennington,0000-0002-5259-642X,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,True,True,, +John,J,Shaw,0000-0003-3190-6772,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,True,True,, +Timo,,Lueke,0000-0002-2603-7341,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Matthew,C,Makel,0000-0002-3837-0088,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,True,False,False,False,False,,True,True,, +Helena,,Hartmann,0000-0002-1331-6683,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Mirela,,Zaneva,0000-0003-3569-931X,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Daniel,,Walker,0000-0002-9369-6953,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Steven,,Verheyen,0000-0002-6778-6744,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Daniel,J.,Cox,0000-0001-9484-632X,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Jennifer,,Mattschey,0000-0002-9582-842X,Impact on students,https://forrt.org/impact/,False,False,False,False,False,True,False,False,False,False,False,False,,False,True,, +Thomas,,Gallagher-Mitchell,0000-0002-3482-6703,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Peter,,Branney,0000-0002-2084-461X,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Yanna,,Weisberg,,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Kamil,,Izydorczak,0000-0002-9870-3825,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Ali,H,Al-Hoorie,0000-0003-3810-5978,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Ann-Marie,,Creaven,0000-0002-2467-307X,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Suzanne,L. K.,Stewart,0000-0003-2152-0091,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,False,, +Kai,,Krautter,0000-0003-1578-3098,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Karen,,Matvienko-Sikar,0000-0003-2777-6581,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Samuel,J,Westwood,0000-0002-0107-6651,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Patricia,,Arriaga,0000-0001-5766-0489,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Meng,,Liu,0000-0001-8323-2699,Impact on students,https://forrt.org/impact/,False,False,False,False,False,True,False,False,False,False,False,False,,False,True,, +Myriam,A.,Baum,0000-0002-1006-3430,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Tobias,,Wingen,0000-0002-1559-859X,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Robert,M.,Ross,0000-0001-8711-1675,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,False,True,, +Aoife,,O'Mahony,0000-0002-4585-2149,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,False,True,, +Agata,,Bochynska,0000-0001-6211-8600,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Michelle,,Jamieson,,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Myrthe,,Vel Tromp,0000-0002-2076-5348,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Siu Kit,,Yeung,0000-0002-5835-0981,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Martin,R,Vasilev,0000-0003-1944-8828,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Leticia,,Micheli,0000-0003-0066-8222,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Markus,,Konkol,0000-0001-6651-0976,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +David,,Moreau,0000-0002-1957-1941,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +James,E,Bartlett,0000-0002-4191-5245,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Kait,,Clark,0000-0002-2270-2455,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Gwen,,Brekelmans,0000-0002-8976-6808,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Julia,,Wolska,0000-0001-8675-4388,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Theofilos,,Gkinopoulos,0000-0003-1070-6245,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Samantha,L,Tyler,0000-0001-9602-5015,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Jan,Philipp,Röer,0000-0001-7774-3433,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Zlatomira,G.,Ilchovska,0000-0001-6682-9952,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,True,True,, +Christopher,R.,Madan,0000-0003-3228-6501,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Olly,,Robertson,,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Bethan,,Iley,0000-0002-5813-3303,Impact on students,https://forrt.org/impact/,False,False,False,False,True,False,False,True,False,False,False,False,,True,False,, +Samuel,,Guay,0000-0001-6990-839X,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,True,True,False,False,False,,False,False,, +Martina,,Sladekova,0000-0001-5059-6576,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +Shanu,,Sadhwani,0000-0002-7714-4841,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,True,False,, +FORRT,,FORRT,0000-0002-7562-5342,Impact on students,https://forrt.org/impact/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Magda,,Skubera,0000-0002-0301-1368,International Initiatives to Enhance Awareness and Uptake of Open Research in Psychology,https://doi.org/10.1098/rsos.241726,False,True,True,False,True,True,False,True,True,False,True,True,,True,True,, +Max,,Korbmacher,0000-0002-8113-2560,International Initiatives to Enhance Awareness and Uptake of Open Research in Psychology,https://doi.org/10.1098/rsos.241726,True,False,True,False,False,False,False,False,False,False,True,False,,False,True,, +Thomas,Rhys,Evans,0000-0002-6670-0718,International Initiatives to Enhance Awareness and Uptake of Open Research in Psychology,https://doi.org/10.1098/rsos.241726,True,False,True,False,False,False,False,False,False,False,True,False,,False,True,, +Flavio,,Azevedo,0000-0001-9000-8513,International Initiatives to Enhance Awareness and Uptake of Open Research in Psychology,https://doi.org/10.1098/rsos.241726,True,False,True,False,False,False,False,False,False,False,False,False,,False,True,, +Charlotte,R,Pennington,0000-0002-5259-642X,International Initiatives to Enhance Awareness and Uptake of Open Research in Psychology,https://doi.org/10.1098/rsos.241726,True,True,True,True,True,True,True,True,False,True,True,True,,True,True,, +Bethan,,Iley,0000-0002-5813-3303,IOI Grant,,True,False,False,True,True,False,False,False,False,False,False,False,,True,False,, +Flavio,,Azevedo,0000-0001-9000-8513,IOI Grant,,True,False,False,True,True,False,True,False,False,True,False,False,,False,True,, +Leticia,,Micheli,0000-0003-0066-8222,IOI Grant,,False,False,False,True,False,False,True,False,False,True,False,False,,False,True,, +Dominik,A,Kiersz,0000-0001-5787-9034,IOI Grant,,False,False,False,True,False,False,False,False,False,False,False,False,,False,True,, +Helena,,Hartmann,0000-0002-1331-6683,IOI Grant,,False,False,False,True,False,False,False,False,False,False,False,False,,False,True,, +Nina,Renate,Schwarzbach,0000-0002-0129-0340,JUST-OS,https://www.just-os.org/,True,True,False,True,True,True,True,True,False,True,False,True,,True,True,, +Rink,,Hoekstra,0000-0002-1588-7527,JUST-OS,https://www.just-os.org/,True,True,False,True,True,True,True,False,False,True,False,True,,True,True,, +Michiel,,van der Ree,,JUST-OS,https://www.just-os.org/,True,False,False,True,True,True,False,True,False,False,False,False,,False,True,, +Vera,,Heininga,0000-0003-0889-8524,JUST-OS,https://www.just-os.org/,True,False,False,True,True,True,False,True,False,False,False,False,,False,True,, +Flavio,,Azevedo,0000-0001-9000-8513,JUST-OS,https://www.just-os.org/,False,True,False,True,True,True,False,True,True,False,False,False,,True,True,, +Madelief,,van der Velden,0009-0000-1007-6517,JUST-OS,https://www.just-os.org/,False,True,False,False,False,False,False,True,False,False,False,False,,False,False,, +Robin,R.,Hoekstra,0009-0009-9744-0320,JUST-OS,https://www.just-os.org/,False,True,False,False,False,False,False,True,False,False,False,False,,False,False,, +Ali,H,Al-Hoorie,0000-0003-3810-5978,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Bradley,J.,Baker,0000-0002-1697-4198,Landscape,,False,True,False,False,True,True,False,False,False,False,False,False,,False,False,False, +Mary,,DePascale,0000-0002-0455-0953,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Ciara,,Egan,0000-0002-2945-3279,Landscape,,False,True,False,False,False,True,False,False,False,False,False,False,,False,False,True, +Mahmoud,M,Elsherif,0000-0002-0540-3998,Landscape,,False,True,False,False,False,True,False,False,False,False,False,False,,False,False,True, +Joris,,Frese,0000-0002-5871-997X,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Biljana,,Gjoneska,0000-0003-1200-6672,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Christopher,J.,Graham,0000-0002-1144-7970,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Sandra,,Grinschgl,0000-0001-6666-9426,Landscape,,False,False,False,False,False,True,False,False,False,False,False,False,,False,False,True, +Alexander,,Hart,0000-0003-1672-9616,Landscape,,False,False,False,False,False,True,False,False,False,False,False,False,,False,False,False, +Helena,,Hartmann,0000-0002-1331-6683,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Gabriela,,Hofer,0000-0003-4407-1487,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Bethan,,Iley,0000-0002-5813-3303,Landscape,,False,True,False,False,False,True,False,False,False,False,False,False,,False,False,False, +Alma,,Jeftić,0000-0002-9285-2061,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Alina,,Koppold,0000-0002-3164-3389,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True, +Malgorzata,,Lagisz,0000-0002-3993-6127,Landscape,,False,True,False,False,True,True,False,False,False,False,False,False,,False,False,False, +Aleksandra,,Lazić,0000-0002-0433-0483,Landscape,,False,True,False,False,False,True,False,False,False,False,False,False,,False,False,False, +Meng,,Liu,0000-0001-8323-2699,Landscape,,True,False,False,False,False,True,False,False,False,False,False,False,,False,False,False, +Nigel,,Mantou Lou,0000-0003-1363-833X,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Michael,S,Matthews,0000-0003-1695-2498,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +David,,Moreau,0000-0002-1957-1941,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Aoife,,O'Mahony,0000-0002-4585-2149,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Mariella,,Paul,0000-0002-5535-7141,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Charlotte,R,Pennington,0000-0002-5259-642X,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Sarah,Ann,Sauve,0000-0003-1194-0113,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Jürgen,,Schneider,0000-0002-3772-4198,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Magda,,Skubera,0000-0002-0301-1368,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Lisa,,Spitzer,0000-0002-4925-7291,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Suzanne,L. K.,Stewart,0000-0003-2152-0091,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Isaac,T,Thornton,0000-0002-4783-792X,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Tugce,,Varol,0000-0003-0737-9802,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Brendan,,Williams,0000-0003-3844-3117,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Emma,,Wilson,0000-0002-8100-7508,Landscape,,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Julia,,Wolska,0000-0001-8675-4388,Landscape,,False,False,False,False,False,True,False,False,False,False,False,False,,False,False,True, +Mirela,,Zaneva,0000-0003-3569-931X,Landscape,,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Flavio,,Azevedo,0000-0001-9000-8513,Landscape,,True,False,False,False,False,True,False,False,False,False,False,False,,False,False,False, +Josefina,,Weinerova,0000-0001-9911-526X,Mapping Open Science Communities,https://forrt.org/mapping_os/,False,False,False,False,True,False,True,False,False,True,True,False,,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Mapping Open Science Communities,https://forrt.org/mapping_os/,False,False,False,False,True,False,True,False,False,True,True,False,,True,True,, +Magda,,Skubera,0000-0002-0301-1368,Mapping Open Science Communities,https://forrt.org/mapping_os/,False,True,True,False,True,False,False,False,False,False,True,False,,True,True,, +Max,,Korbmacher,0000-0002-8113-2560,Mapping Open Science Communities,https://forrt.org/mapping_os/,False,False,False,False,True,False,False,False,False,False,True,False,,False,True,, +Thomas,Rhys,Evans,0000-0002-6670-0718,Mapping Open Science Communities,https://forrt.org/mapping_os/,False,False,False,False,True,False,False,False,False,False,True,False,,False,True,, +Charlotte,R,Pennington,0000-0002-5259-642X,Mapping Open Science Communities,https://forrt.org/mapping_os/,True,False,False,True,True,False,True,False,False,True,True,False,,True,True,, +Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,Neurodivergent Authors Database,https://docs.google.com/spreadsheets/d/1OnfQB1OqC00OflwTuRPBhG5NfX-_oLxxoTM_F_J5t5c/edit?gid=699666261#gid=699666261,True,True,False,True,False,False,False,False,False,False,False,False,,False,False,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,Neurodivergent Authors Database,https://docs.google.com/spreadsheets/d/1OnfQB1OqC00OflwTuRPBhG5NfX-_oLxxoTM_F_J5t5c/edit?gid=699666261#gid=699666261,True,False,False,True,False,False,False,False,False,False,False,False,,False,False,, +John,J,Shaw,0000-0003-3190-6772,Neurodivergent Authors Database,https://docs.google.com/spreadsheets/d/1OnfQB1OqC00OflwTuRPBhG5NfX-_oLxxoTM_F_J5t5c/edit?gid=699666261#gid=699666261,True,True,False,True,False,False,False,False,False,False,False,False,,False,False,, +Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,Neurodivergent Authors Database,https://docs.google.com/spreadsheets/d/1OnfQB1OqC00OflwTuRPBhG5NfX-_oLxxoTM_F_J5t5c/edit?gid=699666261#gid=699666261,True,False,False,True,False,False,False,False,False,False,False,False,,False,False,, +Emma,,Wilson,0000-0002-8100-7508,Neurodivergent Authors Database,https://docs.google.com/spreadsheets/d/1OnfQB1OqC00OflwTuRPBhG5NfX-_oLxxoTM_F_J5t5c/edit?gid=699666261#gid=699666261,False,False,True,False,False,False,False,False,False,False,False,False,,False,False,, +Mirela,,Zaneva,0000-0003-3569-931X,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,True,True,True,False,True,True,True,False,False,True,True,False,,True,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,True,True,True,False,True,True,True,False,False,True,True,False,,True,True,, +Alyssa,Hillary,Zisk,0000-0003-2266-4855,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,True,False,True,True,True,False,False,True,True,False,,False,True,, +Robert,M.,Ross,0000-0001-8711-1675,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,True,False,True,False,False,False,False,False,False,False,,False,True,, +Christopher,J.,Graham,0000-0002-1144-7970,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,True,False,True,False,False,False,False,False,True,False,,False,True,, +Biljana,,Gjoneska,0000-0003-1200-6672,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Max,,Korbmacher,0000-0002-8113-2560,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Tamara,,Kalandadze,0000-0003-1061-1131,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,True,False,True,False,False,False,False,False,True,False,,True,False,, +Stephanie,,Fuller,,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Helena,,Hartmann,https://orcid.org/0000-0002-1331-6683,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Siu Kit,,Yeung,0000-0002-5835-0981,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,True,False,True,False,False,False,False,False,False,False,,False,True,, +Andrea,,Kis,0000-0002-4345-3814,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Vaitsa,,Giannouli,0000-0003-2176-8986,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Veronica,,Allen,0000-0002-8021-0344,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,, +Tao,,Coll-Martín,0000-0002-0591-4018,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Adrien,,Mathy,0000-0002-8459-359X,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Emily,,Friedel,0009-0001-0917-5398,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,False,False,False,False,False,False,True,False,,False,True,, +Yseult,,Héjja-Brichard,0000-0003-3939-3852,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Marie Adrienne,Robles,Manalili,0000-315648865,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Anna,,Hollis,0009-0006-6006-8498,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,True,False,,False,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,False,False,True,False,False,True,False,False,,False,True,, +Alicja,,Koperska,0000-0003-2075-7732,Neurodiversity Annotated Reading List,https://elifesciences.org/articles/102467,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Leticia,,Micheli,0000-0003-0066-8222,NWO POST-EDU Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Madeleine,,Pownall,0000-0002-3734-8006,NWO POST-EDU Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Helena,,Hartmann,0000-0002-1331-6683,NWO POST-EDU Grant,,True,False,False,False,False,False,False,False,False,False,False,True,,True,True,, +Thomas,Rhys,Evans,0000-0002-6670-0718,NWO POST-EDU Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Karen,,Matvienko-Sikar,0000-0003-2777-6581,NWO POST-EDU Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Flavio,,Azevedo,0000-0001-9000-8513,NWO POST-EDU Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Flavio,,Azevedo,0000-0001-9000-8513,NWO TRACKREP Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Helena,,Hartmann,0000-0002-1331-6683,NWO TRACKREP Grant,,True,False,False,False,False,False,False,False,False,False,False,True,,True,True,, +Lukas,,Wallrich,0000-0003-2121-5177,NWO TRACKREP Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Leticia,,Micheli,0000-0003-0066-8222,NWO TRACKREP Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Sam,,Parsons,0000-0002-7048-4093,NWO TRACKREP Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,True,False,False,False,False,False,True,False,False,True,False,False,,True,True,, +Priya,,Silverstein,0000-0003-0095-339X,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Leticia,,Micheli,0000-0003-0066-8222,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Emily,,Friedel,0009-0001-0917-5398,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,True,False,False,False,False,False,,False,True,, +Max,,Korbmacher,0000-0002-8113-2560,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Giorgia,,Andreolli,0000-0001-9511-0496,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Kelly,E,Lloyd,0000-0002-0420-2342,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Richard,Mudahera,Dushime,0000-0002-1281-9895,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Antonia,,Krasteva,0009-0006-8034-0401,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Hakile,,Resulbegoviq,0009-0006-2864-4424,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,True,,False,False,, +Sarah,,Ashcroft-Jones,0000-0002-8614-9310,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,True,,False,True,, +Priya,,Silverstein,0000-0003-0095-339X,Open Research Book,https://forrt.org/open-research-course/,True,False,False,False,False,False,False,False,False,False,False,False,False,True,False,, +Flavio,,Azevedo,0000-0001-9000-8513,Open Research Book,https://forrt.org/open-research-course/,False,False,False,False,False,False,True,False,False,False,False,False,False,False,True,, +Max,F,Wan,0000-0002-6043-7349,Open Research Book,https://forrt.org/open-research-course/,False,False,False,False,False,False,False,True,False,True,False,True,False,False,True,, +Hu,,Chuan-Peng,0000-0002-7503-5131,Open Science in Developing Countries,https://forrt.org/os-developing-world/,True,True,False,False,True,False,True,False,False,True,False,True,,True,True,, +Zhiqi,,Xu,0000-0001-9911-5518,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,True,False,False,False,False,False,,True,True,, +Aleksandra,,Lazić,0000-0002-0433-0483,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Piyali,,Bhattacharya,0000-0002-1410-4914,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Leonardo,,Seda,https://orcid.org/0000-0001-5071-0180,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Samiul,,Hossain,https://orcid.org/0000-0003-4553-0542,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Alma,,Jeftić,0000-0002-9285-2061,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Asil,Ali,Özdoğru,0000-0002-4273-9394,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Olavo,B.,Amaral,,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Nadica,,Miljković,0000-0002-3933-6076,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +Zlatomira,G.,Ilchovska,0000-0001-6682-9952,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Ljiljana,B.,Lazarevic,0000-0003-1629-3699,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Han-Wu-Shuang,,Bao,0000-0003-3043-710X,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,True,,True,True,, +Nikita,,Ghodke,0000-0001-5627-7007,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,True,False,False,True,False,False,False,False,False,False,False,,True,True,, +David,,Moreau,0000-0002-1957-1941,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Chinchu,,C.,0000-0002-1893-3920,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Sakshi,,Ghai,0000-0002-8488-0273,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Clarissa,,França Dias Carneiro,0000-0001-8127-0034,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Danka,,Purić,0000-0001-5126-3781,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Yin,,Wang,0000-0002-3444-000X,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Mirela,,Zaneva,0000-0003-3569-931X,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Felipe,,Vilanova,0000-0002-2516-9975,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Iris,,Žeželj,0000-0002-9527-1406,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Obrad,,Vučkovac,0000-0001-5616-2680,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Saida,,Heshmati,https://orcid.org/0000-0003-4002-128X,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Pooja,,Kulkarni,0000-0002-9114-9323,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Nadia,Saraí,Corral-Frías,https://orcid.org/0000-0002-1934-0043,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Juan,Diego,García-Castro,0000-0002-9662-6547,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Sebastian,,Garcia,0000-0002-5591-8551,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Jamal,,Amani Rad,0000-0002-7322-7412,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Thipparapu,,Rajesh,https://orcid.org/0000-0001-5218-8015,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Bita,,Vahdani,0000-0002-5727-8359,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Saad,,Almajed,0009-0001-1464-4750,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Amna,,Ben Amara,,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Leher,,Singh,,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Ali,H.,Al-Hoorie,https://orcid.org/0000-0003-3810-5978,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Marcelo,Camargo,Batistuzzo,0000-0003-1347-8241,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Daniel,,Fatori,,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Frankie,T. K.,Fong,https://orcid.org/0000-0002-6135-1379,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Zahra,,Khorami,0000-0003-2946-6456,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Joseph,,Almazan,0000-0001-5148-6889,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Biljana,,Gjoneska,https://orcid.org/0000-0003-1200-6672,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Meng,,Liu,0000-0001-8323-2699,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,False,True,False,False,False,False,False,False,False,,False,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Open Science in Developing Countries,https://forrt.org/os-developing-world/,False,False,False,True,True,False,True,False,False,True,False,True,,True,True,, +Sarah,,Ashcroft-Jones,0000-0002-8614-9310,OSCARS Grant Application,,True,False,False,False,True,False,True,True,False,False,True,False,,True,True,, +Madeleine,,Pownall,000-0002-3734-8006,OSCARS Grant Application,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +John,J,Shaw,0000-0003-3190-6772,OSCARS Grant Application,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Leticia,,Micheli,0000-0003-0066-8222,OSCARS Grant Application,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Lukas,,Wallrich,0000-0003-2121-5177,OSCARS Grant Application,,True,False,False,False,False,False,False,True,False,False,False,False,,True,True,, +Emily,,Friedel,0009-0001-0917-5398,OSCARS Grant Application,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Federica,,Stablum,0000-0001-9712-9123,OSCARS Grant Application,,False,False,False,False,False,False,False,True,False,False,False,False,,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,OSCARS Grant Application,,True,False,False,False,True,False,True,True,False,True,False,False,,True,True,, +Marie,,Dokovova,0000-0003-1564-8865,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Mahmoud,M,Elsherif,0000-0002-0540-3998,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,True,False,False,False,False,False,True,False,False,False,False,False,,True,True,False, +Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,True,False,False,False,False,False,True,False,False,False,False,False,,True,True,False, +Helena,,Hartmann,0000-0002-1331-6683,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Bethan,,Iley,0000-0002-5813-3303,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Tamara,,Kalandadze,0000-0003-1061-1131,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,False, +Steven,K.,Kapp,0000-0002-4440-1688,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Jenny,Mai,Phan,0000-0002-4924-9857,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Anusha,Vaithianathan,Ramji,0009-0008-8317-073X,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,True,True,False, +John,J,Shaw,0000-0003-3190-6772,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Kayleigh,L,Warrington,0000-0003-3206-8002,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Siu Kit,,Yeung,0000-0002-5835-0981,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,False, +Mirela,,Zaneva,0000-0003-3569-931X,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, +Flavio,,Azevedo,0000-0001-9000-8513,Participatory Research Primer (BPS),https://doi.org/10.53841/bpscog.2023.1.8.23,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False, Leticia,,Micheli,https://orcid.org/0000-0003-0066-8222,Pedagogies,https://forrt.org/pedagogies/,True,True,False,False,True,False,True,False,False,False,False,False,,True,True,, Julia,,Wolska,0000-0001-8675-4388,Pedagogies,https://forrt.org/pedagogies/,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, Giorgia,,Andreolli,0000-0001-9511-0496,Pedagogies,https://forrt.org/pedagogies/,True,False,False,False,True,False,False,False,False,False,False,True,,True,True,, Amanda,Mae,Woodward,https://orcid.org/0000-0002-8337-5822,Pedagogies,https://forrt.org/pedagogies/,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, Alessio,,Merighi,,Pedagogies,https://forrt.org/pedagogies/,False,False,False,False,False,False,False,False,False,False,False,True,,False,False,, Tamara,,Marques,https://orcid.org/0000-0001-6539-5494,Pedagogies,https://forrt.org/pedagogies/,False,False,False,False,False,False,False,False,False,False,False,True,,False,False,, -Jacob,F,Miranda,0000-0003-2553-1273,Pedagogies,https://forrt.org/pedagogies/,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Jacob,,Miranda,0000-0003-2553-1273,Pedagogies,https://forrt.org/pedagogies/,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,Pedagogies,https://forrt.org/pedagogies/,True,True,False,False,True,False,False,False,False,True,False,False,,True,True,, -Helena,,Hartmann,0000-0002-1331-6683,Glossary - German Translation,https://forrt.org/glossary/german/,False,False,False,False,False,False,True,True,False,False,True,False,True,False,False,, -Susanne,,Vogel,0000-0001-9717-5568,Glossary - German Translation,https://forrt.org/glossary/german/,False,False,False,False,False,False,True,True,False,False,True,False,True,False,False,, -Bettina,MJ,Kern,0000-0003-1591-7236,Glossary - German Translation,https://forrt.org/glossary/german/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Jennifer,,Mattschey,0000-0002-9582-842X,Glossary - German Translation,https://forrt.org/glossary/german/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Joris,,Frese,0000-0002-5871-997X,Glossary - German Translation,https://forrt.org/glossary/german/,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Leticia,,Micheli,0000-0003-0066-8222,NWO POST-EDU Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Madeleine,,Pownall,0000-0002-3734-8006,NWO POST-EDU Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Helena,,Hartmann,0000-0002-1331-6683,NWO POST-EDU Grant,,True,False,False,False,False,False,False,False,False,False,False,True,,True,True,, -Thomas,,Rhys Evans,0000-0002-6670-0718,NWO POST-EDU Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Karen,,Matvienko-Sikar,0000-0003-2777-6581,NWO POST-EDU Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Flavio,,Azevedo,0000-0001-9000-8513,NWO POST-EDU Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Lukas,,Röseler,https://orcid.org/0000-0002-6446-1901,FORRT Germany Verein,https://forrt.org/about/charity/,True,False,False,True,False,False,True,False,False,False,False,False,,True,False,, -Lukas,,Wallrich,0000-0003-2121-5177,FORRT Germany Verein,https://forrt.org/about/charity/,True,False,False,True,False,False,True,False,False,False,False,False,,True,False,, -Helena,,Hartmann,https://orcid.org/0000-0002-1331-6683,FORRT Germany Verein,https://forrt.org/about/charity/,True,False,False,True,False,False,False,False,False,False,False,False,,True,False,, -Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,FORRT Germany Verein,https://forrt.org/about/charity/,True,False,False,True,False,False,True,False,False,True,False,False,,False,True,, -Justin,,Sulik,0000-0002-0978-9496,FORRT Germany Verein,https://forrt.org/about/charity/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Malte,,Elson,0000-0001-7806-9583,FORRT Germany Verein,https://forrt.org/about/charity/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Leticia,,Micheli,0000-0003-0066-8222,FORRT Germany Verein,https://forrt.org/about/charity/,True,False,False,True,False,False,True,False,False,False,False,False,,False,True,, -Lukas,,Röseler,https://orcid.org/0000-0002-6446-1901,Team Einstein 2023,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Lukas,,Wallrich,0000-0003-2121-5177,Team Einstein 2023,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Helena,,Hartmann,https://orcid.org/0000-0002-1331-6683,Team Einstein 2023,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,Team Einstein 2023,,True,False,False,False,True,False,True,False,False,True,False,False,,True,True,, -Leticia,,Micheli,0000-0003-0066-8222,Team Einstein 2023,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Lukas,,Wallrich,0000-0003-2121-5177,Team Website,https://forrt.org/,True,True,False,False,False,False,True,True,True,True,False,False,,False,False,, -Samuel,,Guay,0000-0001-6990-839X,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Bethan,,Iley,0000-0002-5813-3303,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Dominik,,Kiersz,0000-0001-5787-9034,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Sam,,Parsons,0000-0002-7048-4093,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Flavio,,Azevedo,0000-0001-9000-8513,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Mudahera Richard,,Dushime,0000-0002-1281-9895,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Pauline,,Karega,,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Seun,,Olufemi,,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Susana,,González-Sahagún,,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Belay,,Moges,,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Cosmas,,Knowen,,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Max F.,,Wan,0000-0002-6043-7349,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Lukas,,Wallrich,0000-0003-2121-5177,Team Ideas,,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Helena,,Hartmann,https://orcid.org/0000-0002-1331-6683,Team Ideas,,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,Team Ideas,,True,False,False,False,False,False,True,False,False,True,False,False,,True,True,, -Leticia,,Micheli,0000-0003-0066-8222,Team Ideas,,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -John,J,Shaw,0000-0003-3190-6772,Team Ideas,,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Kelly,E,Lloyd,0000-0002-0420-2342,Team Ideas,,False,False,False,False,False,False,True,True,False,False,False,False,,False,False,, +Timo,B.,Roettger,0000-0003-1400-2739,Piece for the Educator’s corner,,True,True,True,False,True,True,True,True,True,False,True,True,False,True,True,, +Michael,,Franke,0000-0001-9670-8510,Piece for the Educator’s corner,,True,True,True,False,True,True,True,True,True,False,True,True,False,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Piece for the Educator’s corner,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +Dora,,Butkovic,,Piece for the Educator’s corner,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +Vladislava,,Trashlieva,0009-0007-9232-9450,Piece for the Educator’s corner,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +Max,,Korbmacher,0000-0002-8113-2560,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,True,False,False,False,True,True,True,False,False,True,False,True,,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,True,True,False,False,True,False,True,,False,True,, +Helena,,Hartmann,0000-0002-1331-6683,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Aoife,,O'Mahony,0000-0002-4585-2149,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Tamara,,Kalandadze,0000-0003-1061-1131,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Jørgen,Østmo-Sæter,Olsnes,0000-0003-3682-8363,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Charlotte,R,Pennington,0000-0002-5259-642X,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +John,J,Shaw,0000-0003-3190-6772,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Madeleine,,Pownall,0000-0002-3734-8006,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Biljana,,Gjoneska,0000-0003-1200-6672,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Yuki,,Yamada,0000-0003-1431-568X,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Jan,Philipp,Röer,0000-0001-7774-3433,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Jennifer,,Murphy,0000-0001-8624-3828,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Shilaan,,Alzahawi,0000-0002-6892-4643,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Bradley,J.,Baker,0000-0002-1697-4198,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Sandra,,Grinschgl,0000-0001-6666-9426,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Cátia,M.,Ferreira de Oliveira,0000-0002-2976-3330,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Tobias,,Wingen,0000-0002-1559-859X,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Siu Kit,,Yeung,0000-0002-5835-0981,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Meng,,Liu,0000-0001-8323-2699,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Rashid,A,Zafir,,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Laura,Maria,König,0000-0003-3655-8842,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Nihan,,Albayrak-Aydemir,0000-0003-3412-4311,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Oscar,,Lecuona,0000-0003-0080-1062,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Ali,H,Al-Hoorie,0000-0003-3810-5978,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Thomas,Rhys,Evans,0000-0002-6670-0718,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,True,False,False,False,False,False,False,,False,True,, +Olly,M,Robertson,0000-0002-7333-0903,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Leticia,,Micheli,0000-0003-0066-8222,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Kathleen,,Schmidt,0000-0002-9946-5953,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Shijun,,Yu,0000-0002-2054-4748,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Nate,,Breznau,,"Paper: ""Positive Changes from the Replication Crisis""",https://forrt.org/positive-changes-replication-crisis/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Susann,,Auer,0000-0001-6566-5060,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Mitja,,Back,0000-0003-2186-1558,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Louise,,Bezuidenhout,0000-0003-4328-3963,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Tobias,,Dienlin,0000-0002-6875-8083,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Michael,C,Frank,0000-0002-7551-4378,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Sarah,K,McCann,0000-0003-4737-2349,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Kevin,,McManus,0000-0002-7855-6733,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Rima-Maria,,Rahal,0000-0002-1404-0471,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Christof,,Schöch,0000-0002-4557-2753,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Heidi,,Seibold,0000-0002-8960-9642,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Priya,,Silverstein,0000-0003-0095-339X,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Crystal,Nicole,Steltenpohl,0000-0001-5049-9354,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Moin,,Syed,0000-0003-4759-3555,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Mario,,Gollwitzer,0000-0003-4310-4793,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Guido,,Scherp,0000-0003-4503-3853,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Marianne,,Saam,0000-0001-7055-0567,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Brian,,Nosek,0000-0001-6797-5476,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Alex,,Holcombe,0000-0003-2869-0085,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Jeroen,,Sondervan,0000-0002-9866-0239,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, Lukas,,Röseler,0000-0002-6446-1901,Replication Research Journal - Editorial Team,http://replicationresearch.org,True,True,False,True,True,False,True,True,True,True,True,True,,True,True,, Lukas,,Wallrich,0000-0003-2121-5177,Replication Research Journal - Editorial Team,http://replicationresearch.org,True,True,False,False,False,False,False,True,False,True,True,False,,True,True,, Susanne,,Adler,0000-0002-3211-6871,Replication Research Journal - Editorial Team,http://replicationresearch.org,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, @@ -1145,122 +934,208 @@ Felix,,Schönbrodt,0000-0002-8282-3910,Replication Research Journal - External M Priya,,Silverstein,0000-0003-0095-339X,Replication Research Journal - External Member,http://replicationresearch.org,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, Moin,,Syed,0000-0003-4759-3555,Replication Research Journal - External Member,http://replicationresearch.org,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, Jens,,Unkenholz,,Replication Research Journal - External Member,http://replicationresearch.org,False,False,False,True,False,False,False,False,True,False,False,False,,False,False,, -David,,Vaidis,0000-0002-1954-2219,Replication Research Journal - External Member,http://replicationresearch.org,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Susann,,Auer,0000-0001-6566-5060,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Mitja,,Back,0000-0003-2186-1558,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Louise,,Bezuidenhout,0000-0003-4328-3963,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Tobias,,Dienlin,0000-0002-6875-8083,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Michael,C,Frank,0000-0002-7551-4378,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Sarah,K,McCann,0000-0003-4737-2349,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Kevin,,McManus,0000-0002-7855-6733,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Rima-Maria,,Rahal,0000-0002-1404-0471,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Christof,,Schöch,0000-0002-4557-2753,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Heidi,,Seibold,0000-0002-8960-9642,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Priya,,Silverstein,0000-0003-0095-339X,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Crystal,N,Steltenpohl,0000-0001-5049-9354,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Moin,,Syed,0000-0003-4759-3555,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Mario,,Gollwitzer,0000-0003-4310-4793,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Guido,,Scherp,0000-0003-4503-3853,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Marianne,,Saam,0000-0001-7055-0567,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Brian,,Nosek,0000-0001-6797-5476,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Alex,,Holcombe,0000-0003-2869-0085,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Jeroen,,Sondervan,0000-0002-9866-0239,Replication Research Journal - Advisory Board,http://replicationresearch.org,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Josefina,,Weinerova,0000-0001-9911-526X,Mapping Open Science Communities,https://forrt.org/mapping_os/,False,False,False,False,True,False,True,False,False,True,True,False,,True,True,, -Flavio,,Azevedo,0000-0001-9000-8513,Mapping Open Science Communities,https://forrt.org/mapping_os/,False,False,False,False,True,False,True,False,False,True,True,False,,True,True,, -Magda,,Skubera,0000-0002-0301-1368,Mapping Open Science Communities,https://forrt.org/mapping_os/,False,True,True,False,True,False,False,False,False,False,True,False,,True,True,, -Max,,Korbmacher,0000-0002-8113-2560,Mapping Open Science Communities,https://forrt.org/mapping_os/,False,False,False,False,True,False,False,False,False,False,True,False,,False,True,, -Thomas,Rhys,Evans,0000-0002-6670-0718,Mapping Open Science Communities,https://forrt.org/mapping_os/,False,False,False,False,True,False,False,False,False,False,True,False,,False,True,, -Charlotte,R.,Pennington,0000-0002-5259-642X,Mapping Open Science Communities,https://forrt.org/mapping_os/,True,False,False,True,True,False,True,False,False,True,True,False,,True,True,, -Flavio,,Azevedo,0000-0001-9000-8513,NWO TRACKREP Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Helena,,Hartmann,0000-0002-1331-6683,NWO TRACKREP Grant,,True,False,False,False,False,False,False,False,False,False,False,True,,True,True,, -Lukas,,Wallrich,0000-0003-2121-5177,NWO TRACKREP Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Leticia,,Micheli,0000-0003-0066-8222,NWO TRACKREP Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Sam,,Parsons,0000-0002-7048-4093,NWO TRACKREP Grant,,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Madeleine,,Pownall,0000-0002-3734-8006,Team Einstein 2022,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Mahmoud,,Elsherif,0000-0002-0540-3998,Team Einstein 2022,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Sam,,Parsons,https://orcid.org/0000-0002-1331-6683,Team Einstein 2022,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,Team Einstein 2022,,True,False,False,False,True,False,True,False,False,True,False,False,,True,True,, -Annalisa,,Myer,0000-0002-2363-4757,Team Einstein 2022,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, -Lukas,,Röseler,0000-0002-6446-1901,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,True,False,False,False,False,False,True,False,False,True,False,False,,True,True,, -Lukas,,Wallrich,0000-0003-2121-5177,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Helena,,Hartmann,0000-0002-1331-6683,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Flavio,,Azevedo,0000-0001-9000-8513,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,True,False,False,False,False,False,False,False,False,False,False,False,,True,True,, -Charlotte,Rebecca,Pennington,0000-0002-5259-642X,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Mark,,Jekel,,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Gilad,,Feldman,0000-0003-2812-6599,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Abel,,Brodeur,,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Annette,,van Randenborgh,,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Peder,Mortvedt,Isager,0000-0002-6922-3590,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Luisa,,Altegoer,0000-0001-8466-7328,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Janik,,Goltermann,0000-0003-3087-1002,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Joachim,,Hüffmeier,0000-0002-0490-7035,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Veronica,,Boyce,0000-0002-8890-2775,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Sarahanne,M.,Field,0000-0001-7874-1261,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Don,,van Ravenzwaaij,0000-0002-5030-4091,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Merle-Marie,,Pittelkow,0000-0002-7487-7898,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Pryia,,Silverstein,,Guide to Carrying out Replication Studies,https://lukasroeseler.github.io/replicationresearch_mockup/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Adrien,,Mathy,0000-0002-8459-359X,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Amélie,,Gourdon-Kanhukamwe,https://orcid.org/0000-0002-3060-1320,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, -Andrea,,Kis,https://orcid.org/0000-0002-4345-3814,Accessible Feedback in Academia,,False,False,False,False,False,False,False,False,False,False,False,False,False,True,False,, -Angel,A.,García O' Diana,https://orcid.org/0000-0002-1533-7760,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Aoife,,Mahony,https://orcid.org/0000-0003-1075-6699,Accessible Feedback in Academia,,False,False,True,False,False,False,False,False,False,False,False,False,False,True,True,, -Aswathi,,Surendran,0000-0002-8709-6417,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Biljana,,Gjoneska,0000-0003-1200-6672,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,True,True,, -Bojana,,Dinić,https://orcid.org/0000-0002-5492-2188,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,False,, -Brendan,,Ch'ng,0000-0002-8843-625X,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, -Christopher,J.,Graham,0000-0002-1144-7970,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,True,True,, -Clara,,Akpan,0000-0002-2415-6662,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, -Vaidis,C.,David,https://orcid.org/0000-0002-1954-2219,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, -Dilhan,,Toredi,https://orcid.org/0000-0001-8420-1245,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Eduarda,,Centeno,https://orcid.org/0000-0002-1490-4903,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, -Elis,,Gabriela,,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, -Pablo,Ezequiel,Flores-Kanter,https://orcid.org/0000-0002-6712-779X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, -Fabienne,,Ennigkeit,https://orcid.org/0000-0001-5309-0132,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Filip,,Děchtěrenko,https://orcid.org/0000-0003-0472-915X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,Accessible Feedback in Academia,,True,False,False,True,False,False,False,False,False,True,False,False,False,False,True,, -Giorgia,,Andreolli,https://orcid.org/0000-0001-9511-0496,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Godfrey,,Ikahu,https://orcid.org/0000-0002-1959-5812,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Halil,Emre,Kocalar,https://orcid.org/0000-0002-7299-162X,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, -Jiří,,Nádvorník,,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Julia,,Wolska,0000-0001-8675-4388,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Lamis,Yahia Mohamed,Elkheir,https://orcid.org/0000-0002-3516-334X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Leal,,Oburoglu,https://orcid.org/0000-0003-0130-6602,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,True,True,, -Magda,,Skubera,https://orcid.org/0000-0002-0301-1368,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, -Maria,,Montefinese,https://orcid.org/0000-0002-7685-1034,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,True,True,, -Marina,,Tiulpakova,https://orcid.org/0009-0006-1346-6741,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Marta,,Kowal,0000-0001-9050-1471,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Max,,Korbmacher,https://orcid.org/0000-0002-8113-2560,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,False,True,, -Mirela,,Zaneva,https://orcid.org/0000-0003-3569-931X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, -Nihan,,Albayrak,https://orcid.org/0000-0003-3412-4311,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Norbert,,Vanek,https://orcid.org/0000-0002-7805-184X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Paul,,Ilegbusi,https://orcid.org/0000-0003-3644-0553,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, -Peter,,Branney,https://orcid.org/0000-0002-2084-461X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, -Rafael,Valdece Sousa,Bastos,0000-0003-2444-6982,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Richard,Mudahera,Dushime,0000-0002-1281-9895,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, -Roksana,,Sobolak,0009-0001-9534-6439,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, -Ruslana,,Margova,0000-0001-6243-104X,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Samaneh,,V.M Masuleh,,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Sara,,Priem,0000-0002-6213-3496,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Sarah,A,Sauve,https://orcid.org/0000-0003-1194-0113,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Sarah,Mohamed Saraheldeen,Hassan,0009-0001-7198-0515,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Saule,,Anafinova,https://orcid.org/0000-0002-4466-3426,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, -Sebastian,,Garcia,0000-0002-5591-8551,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Shubham,,Pandey,,Accessible Feedback in Academia,,False,False,True,False,False,False,False,False,False,False,False,False,False,False,False,, -Simon,,Porcher,0000-0001-6614-0338,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,True,, -Steven,,Verheyen,https://orcid.org/0000-0002-6778-6744,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Sujeet,,Yadav,,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Susanne,,Vogel,0000-0001-9717-5568,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,True,True,, -Thomas,Rhys,Evans,https://orcid.org/0000-0002-6670-0718,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, -Tosan,,Okome,https://orcid.org/0009-0002-6502-2430,Accessible Feedback in Academia,,False,False,True,False,False,False,False,False,False,False,False,False,False,False,False,, -Tugce,,Varol,0000-0003-0737-9802,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, -Vaitsa,,Giannouli,0000-0003-2176-8986,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,True,True,, -Valeria,,Occelli,,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,False,True,True,, -Veronica,,Diveica,0000-0002-5696-8200,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,True,False,True,, -Veronica,,Allen,,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, -Xiaoli,,Chen,,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, -Yo,,Yehudi,0000-0003-2705-1724,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, -Yseult,,Héjja-Brichard,0000-0003-3939-3852,Accessible Feedback in Academia,,False,False,False,False,False,False,False,True,False,False,False,False,False,False,False,, -Zhenya,,Kalenkovich,0000-0002-4606-4179,Accessible Feedback in Academia,,False,False,True,False,False,False,False,True,False,False,False,False,True,False,True,, +David,Cyril,Vaidis,0000-0002-1954-2219,Replication Research Journal - External Member,http://replicationresearch.org,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Helena,,Hartmann,0000-0002-1331-6683,Reversals & Replications,https://forrt.org/reversals/,True,True,False,True,True,False,True,False,False,False,False,False,,True,True,False,True +Flavio,,Azevedo,0000-0001-9000-8513,Reversals & Replications,https://forrt.org/reversals/,True,True,False,True,True,False,True,False,False,False,False,False,,True,True,False,True +Lukas,,Röseler,0000-0002-6446-1901,Reversals & Replications,https://forrt.org/reversals/,True,True,False,True,True,False,False,False,True,False,False,False,,False,False,True,False +Lukas,,Wallrich,0000-0003-2121-5177,Reversals & Replications,https://forrt.org/reversals/,True,True,False,True,True,False,True,False,True,False,False,False,,False,False,True,False +Alaa,,Aldoh,0000-0003-1988-0661,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True,False +Mahmoud,M,Elsherif,0000-0002-0540-3998,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True,False +Meng,,Liu,0000-0001-8323-2699,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True,False +Rían,,O'Mahoney,,Reversals & Replications,https://forrt.org/reversals/,False,True,True,False,False,False,False,False,False,False,False,False,,False,True,True,False +Zoran,,Pavlović,0000-0002-9231-5100,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True,False +Aleksandrina,,Skvortsova,0000-0003-0512-0792,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Laurence,,Aitchison,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False,False +Ali,H,Al-Hoorie,0000-0003-3810-5978,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Nora,,Ammann,0009-0001-8331-9812,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Bradley,J.,Baker,0000-0002-1697-4198,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Hetvi,,Bhatt,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Julia,,Beitner,0000-0002-2539-7011,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Anabel,,Belaus,0000-0001-9657-8496,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Cameron,,Brick,0000-0002-7174-8193,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Hilmar,,Brohmer,0000-0001-7763-4229,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Benjamin,,Brummernhenrich,0000-0002-5680-9170,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Kai Li,,Chung,0000-0003-0012-8752,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Jamie,P,Cockcroft,0000-0002-0637-8851,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Paul,,Crowe,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False,False +Oliver,,Deane,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False,False +Veronica,,Diveica,0000-0002-5696-8200,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Andis,,Draguns,0000-0003-3284-4120,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Sam,,Enright,,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False,False +Thomas,Rhys,Evans,0000-0002-6670-0718,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Anna,,Exner,0000-0002-0741-9045,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Benjamin,G,Farrar,0000-0001-8912-6133,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Gilad,,Feldman,0000-0003-2812-6599,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Adrien,A,Fillon,0000-0001-8324-2715,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Joris,,Frese,0000-0002-5871-997X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Max,C. D.,Gattie,0000-0003-4155-001X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Vaitsa,,Giannouli,0000-0003-2176-8986,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Biljana,,Gjoneska,0000-0003-1200-6672,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Christopher,J.,Graham,0000-0002-1144-7970,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Jason,,Hausenloy,0000-0003-3271-7121,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Alina,,Herderich,0000-0002-2940-600X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Zlatomira,G.,Ilchovska,0000-0001-6682-9952,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Hirotaka,,Imada,0000-0003-3604-4155,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Kamil,,Izydorczak,0000-0002-9870-3825,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Tamara,,Kalandadze,0000-0003-1061-1131,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Alexandros,,Kastrinogiannis,0000-0001-6248-7385,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,,False +Maren,,Klingelhöfer-Jens,0000-0002-5393-7871,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Halil,E.,Kocalar,0000-0002-7299-162X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Lina,,Koppel,0000-0002-6302-0047,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Alina,,Koppold,0000-0002-3164-3389,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Max,,Korbmacher,0000-0002-8113-2560,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Annalise,A,LaPlume,0000-0001-6725-3270,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Jaeho,,Lee,0009-0002-5600-0336,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False,False +Nigel,,Mantou Lou,0000-0003-1363-833X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Dermot,,Lynott,0000-0001-7338-0567,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +David,,McSharry,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False,False +Maria,,Meier,0000-0002-1655-5479,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Leticia,,Micheli,0000-0003-0066-8222,Reversals & Replications,https://forrt.org/reversals/,False,False,False,True,True,False,False,False,False,False,False,False,,False,False,False,False +David,,Moreau,0000-0002-1957-1941,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,True, +Nadja,,Moser,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False,False +Kellen,,Mrkva,0000-0002-6316-5502,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Monika,,Nemcova,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Sebastian,,Garcia,0000-0002-5591-8551,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Charlotte,R,Pennington,0000-0002-5259-642X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Merle-Marie,,Pittelkow,0000-0002-7487-7898,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Paul,E.,Plonski,0000-0002-6748-6020,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Ekaterina,,Pronizius,0000-0003-1446-196X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Andrew,,Pua,0000-0002-2225-5245,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Robert,,Reason,,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False,False +Jan,Philipp,Röer,0000-0001-7774-3433,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Robert,M.,Ross,0000-0001-8711-1675,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Kathleen,,Schmidt,0000-0002-9946-5953,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Matthias,F. J.,Sperl,0000-0002-5011-0780,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Jeffrey,R.,Stevens,0000-0003-2375-1360,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Alvin,W. M.,Tan,0000-0001-5551-7507,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Aleksandra,,Tołopiło,0000-0002-2518-6759,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Wolf,,Vanpaemel,0000-0002-5855-3885,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Leigh Ann,,Vaughn,0000-0002-2399-7400,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Julia,,Wolska,0000-0001-8675-4388,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Siu Kit,,Yeung,0000-0002-5835-0981,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Mirela,,Zaneva,0000-0003-3569-931X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Gavin,,Leech,0000-0002-9298-1488,Reversals & Replications,https://forrt.org/reversals/,True,True,True,False,True,False,False,False,True,False,False,False,,True,True,False,False +Maria,,Montefinese,0000-0002-7685-1034,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Alma,,Jeftić,0000-0002-9285-2061,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Nihan,,Albayrak-Aydemir,0000-0003-3412-4311,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Patricia,,Arriaga,0000-0001-5766-0489,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Steven,,Verheyen,0000-0002-6778-6744,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Kimberly,Lewis,Meidenbauer,0000-0001-9135-6130,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Balazs,,Aczel,0000-0001-9364-4988,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Elena,,Richert,0000-0003-0919-4879,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Aoife,,O'Mahony,0000-0002-4585-2149,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Shilaan,,Alzahawi,0000-0002-6892-4643,Reversals & Replications,https://forrt.org/reversals/,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True,False +Samuel,,Guay,0000-0001-6990-839X,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Oscar,,Lecuona,0000-0003-0080-1062,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Emir,,Efendic,0000-0002-2365-0247,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Nadia,,Adelina,0000-0002-8808-2439,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Matthew,C,Makel,0000-0002-3837-0088,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +David,,Zimmermann,0000-0001-5784-2733,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Valeria,,Agostini,-,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Johanna,,Tomczak,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False,False +Sam,,Parsons,0000-0002-7048-4093,Reversals & Replications,https://forrt.org/reversals/,False,False,False,True,False,False,False,False,False,False,False,False,,False,False,False,False +Simone,,Russo,,Reversals & Replications,https://forrt.org/reversals/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False,False +Tamara,,Kalandadze,0000-0003-1061-1131,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,True,True,False,False,False,False,,False,True,, +Leticia,,Micheli,0000-0003-0066-8222,Summaries,https://forrt.org/summaries/,True,False,False,False,True,False,True,True,False,True,False,False,,False,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Summaries,https://forrt.org/summaries/,True,False,False,False,True,False,True,True,False,True,False,False,,False,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,Summaries,https://forrt.org/summaries/,True,False,False,False,True,False,True,True,False,False,False,False,,False,True,, +Thomas,Rhys,Evans,0000-0002-6670-0718,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Nihan,,Albayrak-Aydemir,0000-0003-3412-4311,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Patricia,,Arriaga,0000-0001-5766-0489,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Madeleine,,Pownall,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +William,,Ngiam,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Aleksandrina,,Skvortsova,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,True,True,True,False,False,False,False,,False,True,, +Yu-Fang,,Yang,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,True,True,True,False,False,False,False,,False,True,, +Giorgia,,Andreolli,0000-0001-9511-0496,Summaries,https://forrt.org/summaries/,False,False,False,False,False,True,True,True,False,False,False,False,,False,True,, +Felipe,,Vieira,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,True,True,True,False,False,False,False,,False,True,, +Aoife,,O'Mahony,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,True,True,True,False,False,False,True,,False,True,, +Veronica,,Diveica,0000-0002-5696-8200,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Emily,,Friedel,0009-0001-0917-5398,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, +Fernando,,Steeb,0009-0001-7707-1486,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Tao,,Coll-Martín,0000-0002-0591-4018,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Biljana,,Gjoneska,0000-0003-1200-6672,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Mirela,,Zaneva,0000-0003-3569-931X,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Adelina-Mihaela,,Halchin,0000-0003-2816-7251,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Ciara,,Egan,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Stephanie,L.,Chan,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Bradley,J.,Baker,0000-0002-1697-4198,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Christopher,J.,Graham,0000-0002-1144-7970,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Christian,N.,Sodano,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Joanne,,McCuaig,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Tamara,,Marques,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Sebastian,,Garcia,0000-0002-5591-8551,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,True,True,False,False,False,True,,False,True,, +Daniel,,Manrique-Castano,0000-0002-1912-1764,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Fernando,,Steeb,0009-0001-7707-1486,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Zlatomira,,Ilchovska,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Alice,,Rees,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Stephanie,L.,Chang,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Jacob,,Miranda,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Martin,,Vasilev,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Shannon,,Francis,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Catia,,Oliveira,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Sam,,Parsons,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Connor,,Keating,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Esther,,Plomp,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Jan,P.,Röer,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Kelly,,Lloyd,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Markus,,Konkol,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Ben,,Saunders,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Caleb,,Onoja Akogwu,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Raul,,Zurita-Milla,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Steven,,Verheyen,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Vaitsa,,Giannouli,0000-0003-2176-8986,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Yanna,,Weisberg,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Graham,,Reid,0000-0002-6079-9323,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Robin,,Beckenbach,0009-0008-1036-0276,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Thomas,E.,Metherell,0000-0002-1770-7585,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Irene Sophia,,Plank,0000-0002-9395-0894,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Don,A,Moore,,Summaries,https://forrt.org/summaries/,,,,,,,,True,,,,,,,True,, +Iva,,Kapović,,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Jane,,Hergert,0009-0000-4079-9927,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Amanda,Mae,Woodward,0000-0002-8337-5822,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, +Leonardo,,Bergmann,0000-0001-9570-8973,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Susanne,,Kerschbaumer,0009-0006-8224-3154,Summaries,https://forrt.org/summaries/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Kelly,E,Lloyd,0000-0002-0420-2342,Team Cohesion,,False,False,False,False,False,False,True,True,False,False,False,False,,True,True,, +Flavio,,Azevedo,0000-0001-9000-8513,Team Cohesion,,True,False,False,False,False,False,False,True,False,True,False,False,,True,True,, +Giorgia,,Andreolli,0000-0001-9511-0496,Team Cohesion,,False,False,False,False,False,False,False,True,False,False,False,False,,True,True,, +John,J,Shaw,0000-0003-3190-6772,Team Cohesion,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, +Steven,,Verheyen,0000-0002-6778-6744,Team Credit,https://forrt.org/contributors/,True,False,False,False,False,False,True,True,False,True,False,False,,False,False,, +Flavio,,Azevedo,0000-0001-9000-8513,Team Credit,https://forrt.org/contributors/,True,False,True,False,False,False,True,True,False,True,False,True,,False,False,, +Emily,,Friedel,0009-0001-0917-5398,Team Credit,https://forrt.org/contributors/,False,True,True,False,True,False,True,True,False,True,False,True,,True,True,, +Lukas,,Wallrich,0000-0003-2121-5177,Team Credit,https://forrt.org/contributors/,True,True,False,False,False,False,False,True,False,False,False,True,,False,False,, +Antonia,,Krasteva,0009-0006-8034-0401,Team Credit,https://forrt.org/contributors/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,Team Credit,https://forrt.org/contributors/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Panos,,Vasilikos,0009-0005-6609-5924,Team Credit,https://forrt.org/contributors/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Susanne,,Adler,0000-0002-3211-6871,Team Credit,https://forrt.org/contributors/,False,False,False,False,False,False,False,True,False,False,False,True,,False,False,, +Riva,,Quiroga,0000-0002-1147-4135,Team Credit,https://forrt.org/contributors/,False,False,True,False,False,False,False,False,True,False,False,True,,False,False,, +Vanessa,,Vanessa Stan-Ugbene,,Team Credit,https://forrt.org/contributors/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Ana Carolina,,Marinho,0000-0002-8456-4545,Team Credit,https://forrt.org/contributors/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, John,J,Shaw,0000-0003-3190-6772,Team Curations,https://forrt.org/resources/,True,False,False,False,False,False,True,True,False,True,False,False,,True,True,, Flavio,,Azevedo,0000-0001-9000-8513,Team Curations,https://forrt.org/resources/,True,False,False,False,False,False,True,True,False,True,False,False,,True,True,, Leticia,,Micheli,0000-0003-0066-8222,Team Curations,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, @@ -1271,20 +1146,16 @@ Panos,,Vasilikos,0009-0005-6609-5924,Team Curations,https://forrt.org/resources/ Lukas,,Röseler,0000-0002-6446-1901,Team Curations,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, Antonia,,Krasteva,0009-0006-8034-0401,Team Curations,https://forrt.org/resources/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, Kelly,E,Lloyd,0000-0002-0420-2342,Team Curations,https://forrt.org/resources/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, -Zlatomira,G.,Ilchovska,0000-0001-6682-9952,Glossary - Bulgarian Translation,,False,False,False,False,False,False,False,True,False,False,True,False,True,False,False,, -Momchil,,Terziev,0000-0002-1664-6186,Glossary - Bulgarian Translation,,False,False,False,False,False,False,False,True,False,False,True,False,True,False,False,, -Marie,,Dokovova,0000-0002-4350-6082,Glossary - Bulgarian Translation,,False,False,False,False,False,False,False,True,False,False,True,False,True,False,False,, -Antonia,,Krasteva,0009-0006-8034-0401,Glossary - Bulgarian Translation,,False,False,False,False,False,False,False,True,False,False,True,False,True,False,False,, -Dilyana,,Hristova,,Glossary - Bulgarian Translation,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,False,, -Bethan,,Iley,0000-0002-5813-3303,IOI Grant,,True,False,False,True,True,False,False,False,False,False,False,False,,True,False,, -Flavio,,Azevedo,0000-0001-9000-8513,IOI Grant,,True,False,False,True,True,False,True,False,False,True,False,False,,False,True,, -Leticia,,Micheli,0000-0003-0066-8222,IOI Grant,,False,False,False,True,False,False,True,False,False,True,False,False,,False,True,, -Dominik,,Kiersz,0000-0001-5787-9034,IOI Grant,,False,False,False,True,False,False,False,False,False,False,False,False,,False,True,, -Helena,,Hartmann,0000-0002-1331-6683,IOI Grant,,False,False,False,True,False,False,False,False,False,False,False,False,,False,True,, -Ayanna,K,Thomas,0000-0001-8173-5911,Equity in Open Scholarship,,True,True,False,False,True,True,False,False,False,False,False,False,,True,True,, -Melissa,,Kline Struhl,0000-0003-2217-9331,Equity in Open Scholarship,,True,True,False,False,False,False,False,False,False,False,False,False,,True,True,, -Yuichi,,Shoda,0000-0001-6038-6142,Equity in Open Scholarship,,True,True,False,False,False,False,False,False,False,False,False,False,,True,True,, -Flavio,,Azevedo,0000-0001-9000-8513,Equity in Open Scholarship,,True,True,False,False,True,True,False,False,False,False,False,False,,True,True,, +Madeleine,,Pownall,0000-0002-3734-8006,Team Einstein 2022,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Mahmoud,M,Elsherif,0000-0002-0540-3998,Team Einstein 2022,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Helena,,Hartmann,https://orcid.org/0000-0002-1331-6683,Team Einstein 2022,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,Team Einstein 2022,,True,False,False,False,True,False,True,False,False,True,False,False,,True,True,, +Annalisa,,Myer,0000-0002-2363-4757,Team Einstein 2022,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Lukas,,Röseler,https://orcid.org/0000-0002-6446-1901,Team Einstein 2023,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Lukas,,Wallrich,0000-0003-2121-5177,Team Einstein 2023,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Helena,,Hartmann,https://orcid.org/0000-0002-1331-6683,Team Einstein 2023,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, +Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,Team Einstein 2023,,True,False,False,False,True,False,True,False,False,True,False,False,,True,True,, +Leticia,,Micheli,0000-0003-0066-8222,Team Einstein 2023,,True,False,False,False,True,False,False,False,False,False,False,False,,True,True,, Sarah,,Ashcroft-Jones,0000-0002-8614-9310,Team Einstein 2025,,True,False,False,True,False,False,False,True,False,False,False,False,,True,True,, Flavio,,Azevedo,0000-0001-9000-8513,Team Einstein 2025,,True,False,False,True,False,False,False,True,False,False,False,False,,True,True,, John,J,Shaw,0000-0003-3190-6772,Team Einstein 2025,,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, @@ -1292,65 +1163,279 @@ Lukas,,Röseler,0000-0002-6446-1901,Team Einstein 2025,,False,False,False,False, Lukas,,Wallrich,0000-0003-2121-5177,Team Einstein 2025,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, Kelly,E,Lloyd,0000-0002-0420-2342,Team Einstein 2025,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, Emily,,Friedel,0009-0001-0917-5398,Team Einstein 2025,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Sarah,,Ashcroft-Jones,0000-0002-8614-9310,OSCARS Grant Application,,True,False,False,False,True,False,True,True,False,False,True,False,,True,True,, -Madeleine,,Pownall,000-0002-3734-8006,OSCARS Grant Application,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -John,J,Shaw,0000-0003-3190-6772,OSCARS Grant Application,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Leticia,,Micheli,0000-0003-0066-8222,OSCARS Grant Application,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Lukas,,Wallrich,0000-0003-2121-5177,OSCARS Grant Application,,True,False,False,False,False,False,False,True,False,False,False,False,,True,True,, -Emily,,Friedel,0009-0001-0917-5398,OSCARS Grant Application,,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Federica,,Stablum,0000-0001-9712-9123,OSCARS Grant Application,,False,False,False,False,False,False,False,True,False,False,False,False,,True,True,, -Flavio,,Azevedo,0000-0001-9000-8513,OSCARS Grant Application,,True,False,False,False,True,False,True,True,False,True,False,False,,True,True,, -Lukas,,Röseler,0000-0002-6446-1901,FORRT Robustness Lighthouse,,True,False,False,False,True,True,True,True,True,True,False,False,,False,False,, -Elena,,Richert,https://orcid.org/0000-0003-0919-4879,FORRT Robustness Lighthouse,,True,True,False,False,True,False,False,True,True,False,False,False,,False,False,, -Flavio,,Azevedo,0000-0001-9000-8513,FORRT Robustness Lighthouse,,True,False,False,False,True,True,True,False,False,False,False,False,,False,False,, -Lukas,,Wallrich,0000-0003-2121-5177,FORRT Robustness Lighthouse,,True,False,False,False,True,True,True,False,True,False,True,False,,False,False,, -Flavio,,Azevedo,0000-0001-9000-8513,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,True,False,False,False,False,False,True,False,False,True,False,False,,True,True,, -Priya,,Silverstein,0000-0003-0095-339X,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Leticia,,Micheli,0000-0003-0066-8222,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Emily,,Friedel,0009-0001-0917-5398,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,True,False,False,False,False,False,,False,True,, -Max,,Korbmacher,0000-0002-8113-2560,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Giorgia,,Andreolli,0000-0001-9511-0496,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Kelly,,Lloyd,0000-0002-0420-2342,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Dushime,Richard,Mudahera,0000-0002-1281-9895,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Antonia,,Krasteva,0009-0006-8034-0401,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Hakile,,Resulbegoviq,0009-0006-2864-4424,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,True,,False,False,, -Sarah,,Ashcroft-Jones,0000-0002-8614-9310,Open Educational Resources Chapter,https://doi.org/10.35542/osf.io/sn693_v2,False,False,False,False,False,False,False,False,False,False,False,True,,False,True,, -Priya,,Silverstein,0000-0003-0095-339X,Open Research Book,https://forrt.org/open-research-course/,True,False,False,False,False,False,False,False,False,False,False,False,False,True,False,, -Flavio,,Azevedo,0000-0001-9000-8513,Open Research Book,https://forrt.org/open-research-course/,False,False,False,False,False,False,True,False,False,False,False,False,False,False,True,, -Max F.,,Wan,0000-0002-6043-7349,Open Research Book,https://forrt.org/open-research-course/,False,False,False,False,False,False,False,True,False,True,False,True,False,False,True,, -Ali,H.,Al-Hoorie,0000-0003-3810-5978,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, -Amani,A.,Aloufi,0009-0004-4642-3647,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, -Asma,A.,Alzahrani,0000-0003-2558-7779,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, -Hala,M.,Alghamdi,0000-0002-6994-7222,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, -Ahlam,Ahmed,Almehmadi,0000-0003-1462-5346,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,True,False,False,,False,True,, -Hiba,A.,Alomary,0000-0001-7476-0561,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, -Zainab,Abdullah,Alsuhaibani,0000-0002-2154-9460,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Abdulsamad,Yahya,Humaidan,0000-0002-8469-7751,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Naif,Ali,Masrahi,,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Awatif,K.,Alruwaili,0000-0003-0507-9590,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Mahdi,R,Aben Ahmed,,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Ruwayshid,N,Alruwaili,0000-0002-0854-1069,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Hussain,Mohammed,Alzubaidi,0000-0002-4107-8280,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Nazik,Noaman A.,Alnour,0000-0002-2979-1630,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Moustafa,Mohammed,Shalaby,0000-0002-2501-2492,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Nabil,Ali,Sayed,,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Mai,Salah El din,Helmy,https://orcid.org/0000-0002-7649-1358,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,False,False,False,,False,True,, -Ahmed,Hadi,Hakami,0000-0003-4996-3214,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Alaa,M.,Saleh,0000-0002-4052-3469,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,True,False,True,False,False,,False,True,, -Sarah,S,Almutairi,https://orcid.org/0000-0003-3350-1760,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Mohammed,Ali,Mohsen,0000-0003-3169-102X,Glossary - Arabic Translation,https://forrt.org/glossary/arabic/,False,False,False,False,False,False,False,False,False,False,False,False,,False,True,, -Lukas,,Röseler,https://orcid.org/0000-0002-6446-1901,FLoRA (FORRT Library of Replication Attempts),https://forrt.org/replication-hub/,True,True,False,True,True,True,True,True,True,True,True,True,,True,True,, -Lukas,,Wallrich,https://orcid.org/0000-0003-2121-5177,FLoRA (FORRT Library of Replication Attempts),https://forrt.org/replication-hub/,True,True,False,True,True,True,True,True,True,True,True,True,,True,True,, -Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,FLoRA (FORRT Library of Replication Attempts),https://forrt.org/replication-hub/,True,False,False,True,True,True,True,False,False,True,False,False,,True,True,, -Hamidreza,,Behbood,https://orcid.org/0009-0004-2083-5467,FLoRA (FORRT Library of Replication Attempts),https://forrt.org/replication-hub/,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,, -Sophie,,Schüller,,FLoRA (FORRT Library of Replication Attempts),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Jenny,,Murphy,[no contributions yet],FLoRA (FORRT Library of Replication Attempts),https://forrt.org/replication-hub/,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, -Iris,,Smal,0000-0003-4511-9008,FORRT Booklet,,True,False,False,False,False,False,True,True,False,False,False,True,False,True,True,, -Flavio,,Azevedo,0000-0001-9000-8513,FORRT Booklet,,True,False,False,False,False,False,False,False,False,False,False,True,False,True,True,, -Sofie,,Smal,,FORRT Booklet,,False,False,False,False,False,False,False,False,False,False,False,False,False,True,False,, -Sarah,,Sauve,0000-0003-1194-0113,FORRT Booklet,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, -Lukas,,Röseler,0000-0002-6446-1901,FORRT Booklet,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, -John,,Shaw,0000-0003-3190-6772,FORRT Booklet,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, -Sara,,Middleton,0000-0001-5307-8029,FORRT Booklet,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +Lukas,,Wallrich,0000-0003-2121-5177,Team Ideas,,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Helena,,Hartmann,https://orcid.org/0000-0002-1331-6683,Team Ideas,,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Flavio,,Azevedo,https://orcid.org/0000-0001-9000-8513,Team Ideas,,True,False,False,False,False,False,True,False,False,True,False,False,,True,True,, +Leticia,,Micheli,0000-0003-0066-8222,Team Ideas,,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +John,J,Shaw,0000-0003-3190-6772,Team Ideas,,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Kelly,E,Lloyd,0000-0002-0420-2342,Team Ideas,,False,False,False,False,False,False,True,True,False,False,False,False,,False,False,, +Kelly,E,Lloyd,0000-0002-0420-2342,Team Outreach,,True,False,False,False,True,False,True,True,False,False,False,True,,False,False,, +Leticia,,Micheli,0000-0003-0066-8222,Team Outreach,,True,False,False,False,False,False,False,True,True,False,False,True,,False,False,, +Bethan,,Iley,0000-0002-5813-3303,Team Outreach,,True,True,False,True,False,False,False,False,False,False,False,True,,False,False,, +Tugce,,Varol,0000-0003-0737-9802,Team Outreach,,True,False,False,False,False,False,False,True,False,False,False,True,,False,False,, +Andrew,,Pua,0000-0002-2225-5245,Team Outreach,,True,False,False,False,False,False,False,False,True,False,False,False,,False,False,, +Veronica,,Allen,0000-0002-8021-0344,Team Outreach,,True,False,False,False,True,True,False,True,False,False,False,True,,False,False,, +Ebuka,C.,Ezeike,0000-0003-3452-0306,Team Outreach,,True,False,False,False,False,False,False,False,True,False,False,False,,False,False,, +Helena,,Hartmann,0000-0002-1331-6683,Team Outreach,,True,False,False,False,True,False,False,True,False,False,False,True,,False,False,, +Meng,,Liu,0000-0001-8323-2699,Team Outreach,,True,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Julia,,Wolska,0000-0001-8675-4388,Team Outreach,,True,False,False,False,True,False,False,False,False,False,False,True,,False,False,, +Connor,T.,Keating,0000-0001-5906-1789,Team Outreach,,True,False,False,False,False,False,False,True,False,False,False,True,,False,False,, +Catherine,,Laverty,0000-0003-1101-3942,Team Outreach,,True,False,False,False,False,False,False,True,False,False,False,True,,False,False,, +Vanessa,,Stan-Ugbene,,Team Outreach,,True,False,False,False,False,False,False,True,False,False,False,True,,False,False,, +Antonia,,Krasteva,,Team Outreach,,True,False,False,False,True,False,False,True,False,False,False,True,,False,False,, +Lukas,,Wallrich,0000-0003-2121-5177,Team Website,https://forrt.org/,True,True,False,False,False,False,True,True,True,True,False,False,,False,False,, +Samuel,,Guay,0000-0001-6990-839X,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Bethan,,Iley,0000-0002-5813-3303,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Dominik,A,Kiersz,0000-0001-5787-9034,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Sam,,Parsons,0000-0002-7048-4093,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Flavio,,Azevedo,0000-0001-9000-8513,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Richard,Mudahera,Dushime,0000-0002-1281-9895,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Pauline,,Karega,,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Seun,,Olufemi,,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Susana,,González-Sahagún,,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Belay,,Moges,,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Cosmas,,Knowen,,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Max,F,Wan,0000-0002-6043-7349,Team Website,https://forrt.org/,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,, +Riva,,Quiroga,0000-0002-1147-4135,Team Website,https://forrt.org/,False,False,False,False,False,False,False,False,True,False,False,False,,False,False,, Flavio,,Azevedo,0000-0001-9000-8513,UNESCO/UN Application,,True,False,False,True,True,False,True,False,False,False,False,False,False,True,False,, Sarah,,Sauve,,UNESCO/UN Application,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +Nicolas,,Ruytenbeek,0000-0002-1651-9777,International Coordination Action Research Foundation - Flanders grant,,False,False,False,False,False,False,True,False,False,False,False,False,False,False,True,, +Laura,,Rosseel,0000-0002-1005-7452,International Coordination Action Research Foundation - Flanders grant,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +Wolf,,Vanpaemel,0000-0002-5855-3885,International Coordination Action Research Foundation - Flanders grant,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +Willem,Jacob,Louter,0009-0007-6938-6190,International Coordination Action Research Foundation - Flanders grant,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +Melissa,,Schuring,0000-0001-7781-5310,International Coordination Action Research Foundation - Flanders grant,,False,False,False,False,False,False,False,False,False,False,False,False,False,False,True,, +Steven,,Verheyen,0000-0002-6778-6744,International Coordination Action Research Foundation - Flanders grant,,True,False,False,False,False,False,True,True,False,False,False,False,False,True,False,, +Steven,,Verheyen,0000-0002-6778-6744,FORRTifying Open Science in The Netherlands: Grant,,True,False,False,False,False,False,True,True,False,False,False,False,False,True,False,, +Lukas,,Röseler,0000-0002-6446-1901,Pubpeer RepNote,,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Flavio,,Azevedo,0000-0001-9000-8513,Pubpeer RepNote,,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Lukas,,Wallrich,0000-0003-2121-5177,Pubpeer RepNote,,True,False,False,False,False,False,False,False,False,False,True,False,,False,True,, +Josefina,,Weinerova,0000-0001-9911-526X,Pubpeer RepNote,,True,True,False,False,False,False,False,False,False,False,True,False,,False,True,, +Subramanya Prasad,,Chandrashekar,0000-0002-8599-9241,Pubpeer RepNote,,False,True,False,False,False,False,False,False,False,False,False,False,,False,True,, +Ze,,Freeman,0000-0002-0410-6254,Pubpeer RepNote,,False,True,False,False,False,False,False,False,False,False,False,False,,True,True,, +Lukas,,Röseler,0000-0002-6446-1901,FORRT Lighthouse,https://www.lighthouse.forrt.org/,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Flavio,,Azevedo,0000-0001-9000-8513,FORRT Lighthouse,https://www.lighthouse.forrt.org/,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Lukas,,Wallrich,0000-0003-2121-5177,FORRT Lighthouse,https://www.lighthouse.forrt.org/,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Riva,,Quiroga,0000-0002-1147-4135,FORRT Lighthouse,https://www.lighthouse.forrt.org/,False,False,False,False,False,False,False,False,True,False,False,False,,False,False,, +Kudakwashe,,Siziva,0009-0001-9295-2089,FORRT Lighthouse,https://www.lighthouse.forrt.org/,False,False,False,False,False,False,False,False,True,False,False,False,,False,False,, +Priti,,Chahal,0009-0006-3380-2458,FORRT Lighthouse,https://www.lighthouse.forrt.org/,False,False,False,False,False,False,False,False,True,False,False,True,,False,False,, +Lukas,,Röseler,0000-0002-6446-1901,FLoRA Extractor,,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Flavio,,Azevedo,0000-0001-9000-8513,FLoRA Extractor,,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Lukas,,Wallrich,0000-0003-2121-5177,FLoRA Extractor,,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Akanksha,,Gupta,https://orcid.org/0009-0006-3602-1593,FLoRA Extractor,,False,False,False,False,False,False,False,False,True,False,True,False,,False,False,, +Amy,,Heather,0000-0002-6596-3479,FLoRA Extractor,,False,False,False,False,False,False,False,False,True,False,True,False,,False,False,, +Eftychia,,Koukouraki,0000-0003-0928-1139,FLoRA Extractor,,False,False,False,False,False,False,False,False,True,False,False,False,,False,False,, +Rohan,,Tondlekar,0009-0004-9131-8053,FLoRA Extractor,,False,False,False,False,False,False,False,False,True,False,True,True,,False,False,, +Renu,,Kumari,https://orcid.org/0000-0002-9451-7814,FLoRA Extractor,,False,False,False,False,False,False,False,False,False,False,True,False,,False,False,, +Lukas,,Röseler,0000-0002-6446-1901,Replication Tracker Chromium Plugin,,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Flavio,,Azevedo,0000-0001-9000-8513,Replication Tracker Chromium Plugin,,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Lukas,,Wallrich,0000-0003-2121-5177,Replication Tracker Chromium Plugin,,True,False,False,False,False,False,False,False,False,False,False,False,,False,False,, +Keegan,George,Vaz,0009-0000-8879-2839,Replication Tracker Chromium Plugin,,False,False,False,False,False,False,True,False,True,True,False,True,,False,False,, +Neea,,Rusch,0000-0002-7354-5330,Replication Tracker Chromium Plugin,,False,False,False,False,False,False,False,False,True,False,False,False,,False,False,, +Lukas,,Röseler,0000-0002-6446-1901,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,True,True,True,True,True,True,True,True,True,True,True,True,,True,True,False, +Lukas,,Wallrich,0000-0003-2121-5177,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,True,True,False,True,True,True,True,False,True,True,True,True,,False,True,False, +Helena,,Hartmann,0000-0002-1331-6683,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,True,True,False,True,True,True,True,True,False,True,False,False,,True,True,False, +Sarah,,Ashcroft-Jones,0000-0002-8614-9310,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,True,True,False,True,False,False,True,True,False,True,True,False,,False,False,False, +Christopher,,Doetsch,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,True,False,False,True,False,False,True,False,,False,False,True, +Leonard,,Kaiser,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,True,False,False,True,False,False,True,False,,False,False,True, +Sophie,Marie,Schüller,0009-0002-7471-5116,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,True, +Alaa,,Aldoh,0000-0003-1988-0661,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True, +Hamidreza,,Behbood,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,True,True,True,True,True,False,False,False,,False,False,False, +Mahmoud,M,Elsherif,0000-0002-0540-3998,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,True,False,False,True,False,False,False,False,,False,False,True, +Noah,,Klett,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,True,False,False,False,False,False,True,False,False,False,,False,False,True, +Josefine,,Krapp,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,True,False,False,False,False,False,True,False,False,False,,False,False,True, +Meng,,Liu,0000-0001-8323-2699,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True, +Zoran,,Pavlović,0000-0002-9231-5100,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,True,False,False,True,False,False,False,False,,False,False,True, +Charlotte,R,Pennington,0000-0002-5259-642X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True, +Astrid,,Schütz,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,True,False,False,False,False,False,True,False,False,,False,False,True, +Christian,,Seida,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,True,False,False,False,False,False,True,False,False,False,,False,False,True, +Kudakwashe,,Siziva,0009-0001-9295-2089,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,True,True,False,True,True,False,False,False,,False,False,False, +Aleksandrina,,Skvortsova,0000-0003-0512-0792,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True, +Balazs,,Aczel,0000-0001-9364-4988,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Nadia,,Adelina,0000-0002-8808-2439,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Valeria,,Agostini,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Sriraj,,Aiyer,https://orcid.org/0000-0002-1755-948X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Ali,H,Al-Hoorie,0000-0003-3810-5978,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Samuel,,Alarie,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Nihan,,Albayrak-Aydemir,0000-0003-3412-4311,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Shilaan,,Alzahawi,0000-0002-6892-4643,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,True, +Farid,,Anvari,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Patricia,,Arriaga,0000-0001-5766-0489,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Bradley,J.,Baker,0000-0002-1697-4198,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Charlotte,Lillian,Barth,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +David,J.,Bauer,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Raymond,,Becker,0009-0000-6796-9287,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Julia,,Beitner,0000-0002-2539-7011,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Anabel,,Belaus,0000-0001-9657-8496,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Leonardo,,Bergmann,https://orcid.org/0000-0001-9570-8973,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Hetvi,,Bhatt,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Jyoti,,Bhogal,0000-0002-6289-0737,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Ognjen,,Bobičić,https://orcid.org/0009-0007-7743-480X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Kathryn,,Bottitta,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Veronica,,Boyce,0000-0002-8890-2775,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,True,False,False,True,False,,False,False,False, +Ligayaa,,Breemer,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Cameron,,Brick,0000-0002-7174-8193,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Hilmar,,Brohmer,0000-0001-7763-4229,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Benjamin,,Brummernhenrich,0000-0002-5680-9170,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Emily,,Budd,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Anya,,Butler,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Antony,,Casula,0009-0000-8170-1455,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Subramanya Prasad,,Chandrashekar,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Sau-Chin,,Chen,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Kai Li,,Chung,0000-0003-0012-8752,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Jamie,P,Cockcroft,0000-0002-0637-8851,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Paul,,Crowe,0009-0008-2943-233X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Jamie,,Cummins,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Adira,,Daniel,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Oliver,,Deane,0000-0002-9641-4157,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Teshome Kebede,,Deressa,0000-0003-1351-1849,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Tobias,,Dienlin,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Veronica,,Diveica,0000-0002-5696-8200,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Andis,,Draguns,0000-0003-3284-4120,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Tsvetomira,,Dumbalska,0000-0002-5761-8536,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Emir,,Efendic,0000-0002-2365-0247,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Malak,,El Halabi,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Sam,,Enright,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Thomas,Rhys,Evans,0000-0002-6670-0718,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Anna,,Exner,0000-0002-0741-9045,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Benjamin,G,Farrar,0000-0001-8912-6133,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Gilad,,Feldman,0000-0003-2812-6599,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Adrien,A,Fillon,0000-0001-8324-2715,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Jake,,Floyd,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Felipe,,Fontana Vieira,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Nico,,Förster,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Joris,,Frese,0000-0002-5871-997X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Max,C. D.,Gattie,0000-0003-4155-001X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Corinna,,Gemmecke,0009-0001-9449-7569,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Oliver,,Genschow,0000-0001-6322-4392,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Vaitsa,,Giannouli,0000-0003-2176-8986,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Biljana,,Gjoneska,0000-0003-1200-6672,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Timo,,Gnambs,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Amélie,,Gourdon-Kanhukamwe,0000-0002-3060-1320,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Christopher,J.,Graham,0000-0002-1144-7970,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Bastian,,Greshake Tzovaras,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Samuel,,Guay,0000-0001-6990-839X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Jason,,Hausenloy,0000-0003-3271-7121,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Clove,,Haviva,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Emma,L,Henderson,0000-0002-5396-2321,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Alina,,Herderich,0000-0002-2940-600X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Leon,,Hilbert,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Lotta,,Höfer,0009-0004-2068-3264,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Darías,,Holgado,0000-0003-3211-8006,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Ian,,Hussey,0000-0001-8906-7559,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Zlatomira,G.,Ilchovska,0000-0001-6682-9952,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Hirotaka,,Imada,0000-0003-3604-4155,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Pius,,Imwene,0009-0004-1390-0021,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Kamil,,Izydorczak,0000-0002-9870-3825,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Sarah,,Jaubert,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Alma,,Jeftić,0000-0002-9285-2061,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Tamara,,Kalandadze,0000-0003-1061-1131,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Kevin,,Kamermans,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Veli-Matti,,Karhulahti,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Leon,,Kasseckert,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Alexandros,,Kastrinogiannis,0000-0001-6248-7385,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,, +Maren,,Klingelhöfer-Jens,0000-0002-5393-7871,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Halil,E.,Kocalar,0000-0002-7299-162X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Marta,,Kołczyńska,https://orcid.org/0000-0003-4981-0437,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Lina,,Koppel,0000-0002-6302-0047,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Alina,,Koppold,0000-0002-3164-3389,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Max,,Korbmacher,0000-0002-8113-2560,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, +Zeno,,Kujawa,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Luisa,,Kulke,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Prince,,Kumar,0009-0009-7656-7453,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Niclas,,Kuper,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Sebastian,,Kurten,https://orcid.org/0000-0001-7620-4462,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Radoslaw,P.,Lach,https://orcid.org/0009-0008-5585-0324,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Annalise,A,LaPlume,0000-0001-6725-3270,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Oscar,,Lecuona,0000-0003-0080-1062,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Jaeho,,Lee,0009-0002-5600-0336,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Gavin,,Leech,0000-0002-9298-1488,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,True,True,True,False,True,False,False,False,True,False,False,False,,True,False,False, +Ekaterina,,Leksina,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Chun-Yu,,Lin,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Yi,,Liu,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Feline,,Lohkamp,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Nigel,,Mantou Lou,0000-0003-1363-833X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, +Dermot,,Lynott,0000-0001-7338-0567,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Sean,,Mackinnon,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Maximilian,,Maier,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Sharan,,Maiya,0009-0003-3658-9873,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Matthew,C,Makel,0000-0002-3837-0088,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Daniel,,Manrique-Castano,0000-0002-1912-1764,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Diego,,Manríquez-Robles,0000-0002-6394-7854,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Lisa,,Mathes,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Brinna,E.,Mawhinney,https://orcid.org/0000-0002-4926-3026,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, +David,,McSharry,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Kimberly,Lewis,Meidenbauer,0000-0001-9135-6130,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Maria,,Meier,0000-0002-1655-5479,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Leticia,,Micheli,0000-0003-0066-8222,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,True,True,False,False,False,False,False,False,False,,False,False,False, +Thomas,,Miller,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Maria,,Montefinese,0000-0002-7685-1034,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +David,,Moreau,0000-0002-1957-1941,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,, +Nadja,,Moser,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Kellen,,Mrkva,0000-0002-6316-5502,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Joshua,,Muthu,0009-0003-7624-8424,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Jiří,,Nádvorník,0009-0009-9720-4141,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Niyatee,,Narkar,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Monika,,Nemcova,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Rían,,O'Mahoney,0009-0007-4939-0766,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Aoife,,O'Mahony,0000-0002-4585-2149,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Yvonne,,Oberholzer,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Danna,,Oomen,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,True,False,False,,False,False,False, +Maureen,,Osano,0009-0005-5333-2038,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Nikita,,Otstavnov,0000-0001-9818-4642,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Julian,,Packheiser,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Sebastian,,Garcia,0000-0002-5591-8551,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Hugh,,Panton,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Frank,,Papenmeier,0000-0001-5566-9658,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Sam,,Parsons,0000-0002-7048-4093,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,True,False,False,False,False,False,False,False,False,,False,False,False, +Mariola,,Paruzel-Czachura,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Yuri,G.,Pavlov,0000-0002-3896-5145,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Nikolay,,Petrov,https://orcid.org/0000-0002-1305-0547,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Merle-Marie,,Pittelkow,0000-0002-7487-7898,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Willem,,Plomp,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Paul,E.,Plonski,0000-0002-6748-6020,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Aleksandr,,Pravednikov,0000-0002-2553-2359,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Ekaterina,,Pronizius,0000-0003-1446-196X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Andrew,,Pua,0000-0002-2225-5245,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Katarzyna,,Pypno-Blajda,0000-0002-3024-3535,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Manuel,,Rausch,0000-0002-5805-5544,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Husnain,,Raza,0000-0002-2051-985X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Robert,,Reason,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Tobias,R.,Rebholz,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Hakile,,Resulbegoviq,0009-0006-2864-4424,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Elena,,Richert,0000-0003-0919-4879,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Jan,Philipp,Röer,0000-0001-7774-3433,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Jessica,,Röseler,https://orcid.org/0009-0007-7544-393X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Robert,M.,Ross,0000-0001-8711-1675,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, +Simone,,Russo,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Julia Fabienne,,Sandkühler,0000-0002-5585-9539,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Alejandro,,Sandoval-Lentisco,https://orcid.org/0000-0002-7876-0101,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Kathleen,,Schmidt,0000-0002-9946-5953,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Nuño,,Sempere,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Roksana,,Sobolak,0009-0001-9534-6439,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Matthias,F. J.,Sperl,0000-0002-5011-0780,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, +Jeffrey,R.,Stevens,0000-0003-2375-1360,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Maria,,Stogianni,0000-0002-3238-4331,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Raul,,Szekely,0000-0002-8854-2546,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Alvin,W. M.,Tan,0000-0001-5551-7507,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +J. Lukas,,Thürmer,0000-0002-5315-2847,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,True,False,False,False,False,,False,False,False, +Marina,,Tiulpakova,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Aleksandra,,Tołopiło,0000-0002-2518-6759,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Johanna,,Tomczak,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Burak,,Tunca,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Wolf,,Vanpaemel,0000-0002-5855-3885,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Leigh Ann,,Vaughn,0000-0002-2399-7400,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, +Steven,,Verheyen,0000-0002-6778-6744,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, +Gerald,H.,Vineyard,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Lucia,,Weber,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Arnon,,Weinberg,,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Sophia,,Wingen,0000-0001-8734-9026,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,True,False,False,False,,False,False,False, +Julia,,Wolska,0000-0001-8675-4388,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Siu Kit,,Yeung,0000-0002-5835-0981,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Mariem,,Younssi,0009-0006-3739-7795,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Mirela,,Zaneva,0000-0003-3569-931X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,True,False,False,False,False,,False,False,False, +David,,Zimmermann,0000-0001-5784-2733,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,True,False,False,False,False,False,False,False,,False,False,False, +Harry,D.,Coulson,0009-0008-8737-6137,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Josefina,,Weinerova,0000-0001-9911-526X,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,False,False,False,False,False,False,False,False,False,True,False,,False,False,False, +Scott,Darren,Swain,0000-0001-5967-2109,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Xuechun,,Huang,0009-0004-8040-0836,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,False,True,False,False,False,False,False,False,False,False,False,False,,False,False,False, +Flavio,,Azevedo,0000-0001-9000-8513,FORRT Replication Databases (FReD and FLoRA),https://forrt.org/flora,True,False,True,True,False,True,True,False,True,False,False,True,,True,True,False,