Replication is more than hitting the lottery twice

The main goal of our target article was to provide concrete recommendations for improving the replicability of research findings. Most of the comments focus on this point. In addition, a few comments were concerned with the distinction between replicability and generalizability and the role of theory in replication. We address all comments within the conceptual structure of the target article, and hope to convince readers that replication in psychological science amounts to much more than hitting the lottery twice

Resilient, overcontrolled and undercontrolled personality prototypes in childhood: Replicability, predictive power, and the trait/type issue

Item does not contain fulltextIn a longitudinal study, Q-sort patterns of German preschool children were analyzed for personality prototypes and related to developmental outcomes up to age 12. Q-factor analyses confirmed 3 prototypic patterns that showed a high continuity and cross-judge consistency; were similar to those found for North American, Dutch, and Icelandic children; and can be interpreted as resilient, overcontrolled, and undercontrolled. Relations reported by R. W. Robins, O. P. John, A. Caspi, T. E. Moffitt, & M. Stouthamer-Loeber (1996) between these 3 patterns and the Big Five were fully replicated. Growth curve analyses showed that the 3 patterns predicted important developmental outcomes in both the social and the cognitive domains. Evidence was found for both traits and types: A continuous dimension of resiliency bifurcates in its lower part into two relatively discrete personality types, overcontrollers and undercontrollers

Mediated Disposition–Environment Transactions: The DAE Model

We propose a new model of personality development, the disposition–adaptation–environment (DAE) model. It is based on the assumption that two types of individual characteristics can be distinguished: Dispositions make up the relatively stable core of personality at a particular age, and adaptations are the joint outcome of effects of dispositions and environmental characteristics and mediate transactions between dispositions and environments. Whereas distinctions between dispositions and adaptations have been drawn before, the DAE model is unique in that it (i) entails testable hypotheses whether individual characteristics are adaptations or dispositions, (ii) is based on quasi-causal cross-lagged effects, (iii) assigns adaptations a functional role as longitudinal mediators of disposition–environment transaction, and (iv) is developmentally sensitive. We illustrate application of the DAE model with a three-wave longitudinal study of 1118 adolescents who were observed from the first to the third year in middle school, using the Big Five as dispositions, conduct and self-esteem with peers as adaptations, and peer acceptance and rejection as the environmental measures. Hypotheses-driven and exploratory analyses were combined to yield both safe conclusions and novel hypotheses. We compare the model with other models of personality development and discuss extensions that include stable genetic and socio-economic effects. Copyright © 2017 European Association of Personality Psychology. Copyright © 2017 European Association of Personality Psycholog

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A person-centered approach to development: the temporal consistency of personality and self-concept

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Perceived discrimination of immigrant adolescents in greece how does group discrimination translate into personal discrimination?

The purpose of this study was to examine whether and how individual differences contribute to the translation of perceived group discrimination into perceived personal discrimination. One hundred forty-five Pontic Greek and 269 Albanian students (mean age 12.9 years) enrolled in Greek urban public schools were assessed in Grade 1 of high school. Albanians reported higher discrimination against their ethnic group, but not higher discrimination against themselves, personally, than Pontic Greeks. Personal discrimination could be predicted by perceived group discrimination as well as from individual characteristics of immigrant students, independently of their ethnicity. Furthermore, when students reported high, but not low, group discrimination, many of their individual characteristics were shown to buffer against translating perceived group discrimination into experiences of personal discrimination. These results highlight the importance of individual differences, in addition to perceptions of group discrimination, for feelings of being discriminated against as an individual and suggest that high group discrimination of immigrants, independently of ethnic background, does not necessarily result in high personal discrimination, if individual protective factors are present. © 2012 Hogrefe Publishing

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