Predictive physiological anticipatory activity preceding seemingly unpredictable stimuli: An update of Mossbridge et al\u2019s meta-analysis

Background: This is an update of the Mossbridge et al\u2019s meta-analysis related to the physiological anticipation preceding seemingly unpredictable stimuli which overall effect size was 0.21; 95% Confidence Intervals: 0.13 - 0.29 Methods: Nineteen new peer and non-peer reviewed studies completed from January 2008 to June 2018 were retrieved describing a total of 27 experiments and 36 associated effect sizes. Results: The overall weighted effect size, estimated with a frequentist multilevel random model, was: 0.28; 95% Confidence Intervals: 0.18-0.38; the overall weighted effect size, estimated with a multilevel Bayesian model, was: 0.28; 95% Credible Intervals: 0.18-0.38. The weighted mean estimate of the effect size of peer reviewed studies was higher than that of non-peer reviewed studies, but with overlapped confidence intervals: Peer reviewed: 0.36; 95% Confidence Intervals: 0.26-0.47; Non-Peer reviewed: 0.22; 95% Confidence Intervals: 0.05-0.39. Similarly, the weighted mean estimate of the effect size of Preregistered studies was higher than that of Non-Preregistered studies: Preregistered: 0.31; 95% Confidence Intervals: 0.18-0.45; No-Preregistered: 0.24; 95% Confidence Intervals: 0.08-0.41. The statistical estimation of the publication bias by using the Copas selection model suggest that the main findings are not contaminated by publication bias. Conclusions: In summary, with this update, the main findings reported in Mossbridge et al\u2019s meta-analysis, are confirmed

Has the time come for preprints in biology?

Preprints, non-peer-reviewed drafts of manuscripts available on the Internet, have been used in conjunction with peer review and publication in journals in the physical sciences for almost 25 years. Recently, more scientists have been discussing whether preprints can play a similar role in biological and biomedical research. Here, I discuss my excitement and concerns about the role that preprints can play in disseminating research findings in the life sciences

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 4, Issue 1, Winter 2015

Impact: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl)

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 1, Issue 1, Summer 2012

Impact: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl)

Putting it Right? The Labour Party's Big Shift on Immigration Since 2010

This is the peer reviewed version of the following article: Putting it right? The labour party's big shift on immigration since 2010, which has been published in final form at 10.1111/1467-923X.12091. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 5, Issue 1, Winter 2016

Impact: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl)

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 2, Issue 2, Summer 2013

Impact: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl)

Does hybridization between divergent progenitors drive whole-genome duplication?

This is the peer reviewed version of the following article: BUGGS, R. J. A., SOLTIS, P. S. and SOLTIS, D. E. (2009), Does hybridization between divergent progenitors drive whole-genome duplication?. Molecular Ecology, 18: 3334–3339, which has been published in final form at http://dx.doi.org/10.1111/j.1365-294X.2009.04285.x This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving

Notes on the mathematical basis of the UK Non-Native Organism Risk Assessment Scheme

Two papers published in peer-reviewed journals (Holt, 2006; Holt et al., 2006) describe the mathematical basis of the UK Non-Native Organism Risk Assessment Scheme2. The current risk assessment methodology (specifically including the proposed scoring system and the categorization of responses) has also been peer reviewed in a report by RPS Group Ltd, available on the website of the GB Non-Native Species Secretariat3. In the notes that follow, some previously unreported problems with the mathematical analysis on which the Scheme is based are outlinedRisk and Uncertainty,