43 research outputs found
Registered Replication Report: Dijksterhuis and van Knippenberg (1998)
Dijksterhuis and van Knippenberg (1998) reported that participants primed with a category associated with intelligence ("professor") subsequently performed 13% better on a trivia test than participants primed with a category associated with a lack of intelligence ("soccer hooligans"). In two unpublished replications of this study designed to verify the appropriate testing procedures, Dijksterhuis, van Knippenberg, and Holland observed a smaller difference between conditions (2%-3%) as well as a gender difference: Men showed the effect (9.3% and 7.6%), but women did not (0.3% and -0.3%). The procedure used in those replications served as the basis for this multilab Registered Replication Report. A total of 40 laboratories collected data for this project, and 23 of these laboratories met all inclusion criteria. Here we report the meta-analytic results for those 23 direct replications (total N = 4,493), which tested whether performance on a 30-item general-knowledge trivia task differed between these two priming conditions (results of supplementary analyses of the data from all 40 labs, N = 6,454, are also reported). We observed no overall difference in trivia performance between participants primed with the "professor" category and those primed with the "hooligan" category (0.14%) and no moderation by gender
Registered Replication Report: Dijksterhuis and van Knippenberg (1998)
Dijksterhuis and van Knippenberg (1998) reported that participants primed with a category associated with intelligence ("professor") subsequently performed 13% better on a trivia test than participants primed with a category associated with a lack of intelligence ("soccer hooligans"). In two unpublished replications of this study designed to verify the appropriate testing procedures, Dijksterhuis, van Knippenberg, and Holland observed a smaller difference between conditions (2%-3%) as well as a gender difference: Men showed the effect (9.3% and 7.6%), but women did not (0.3% and -0.3%). The procedure used in those replications served as the basis for this multilab Registered Replication Report. A total of 40 laboratories collected data for this project, and 23 of these laboratories met all inclusion criteria. Here we report the meta-analytic results for those 23 direct replications (total N = 4,493), which tested whether performance on a 30-item general-knowledge trivia task differed between these two priming conditions (results of supplementary analyses of the data from all 40 labs, N = 6,454, are also reported). We observed no overall difference in trivia performance between participants primed with the "professor" category and those primed with the "hooligan" category (0.14%) and no moderation by gender
Many Labs 5:Testing pre-data collection peer review as an intervention to increase replicability
Replication studies in psychological science sometimes fail to reproduce prior findings. If these studies use methods that are unfaithful to the original study or ineffective in eliciting the phenomenon of interest, then a failure to replicate may be a failure of the protocol rather than a challenge to the original finding. Formal pre-data-collection peer review by experts may address shortcomings and increase replicability rates. We selected 10 replication studies from the Reproducibility Project: Psychology (RP:P; Open Science Collaboration, 2015) for which the original authors had expressed concerns about the replication designs before data collection; only one of these studies had yielded a statistically significant effect (p < .05). Commenters suggested that lack of adherence to expert review and low-powered tests were the reasons that most of these RP:P studies failed to replicate the original effects. We revised the replication protocols and received formal peer review prior to conducting new replication studies. We administered the RP:P and revised protocols in multiple laboratories (median number of laboratories per original study = 6.5, range = 3?9; median total sample = 1,279.5, range = 276?3,512) for high-powered tests of each original finding with both protocols. Overall, following the preregistered analysis plan, we found that the revised protocols produced effect sizes similar to those of the RP:P protocols (?r = .002 or .014, depending on analytic approach). The median effect size for the revised protocols (r = .05) was similar to that of the RP:P protocols (r = .04) and the original RP:P replications (r = .11), and smaller than that of the original studies (r = .37). Analysis of the cumulative evidence across the original studies and the corresponding three replication attempts provided very precise estimates of the 10 tested effects and indicated that their effect sizes (median r = .07, range = .00?.15) were 78% smaller, on average, than the original effect sizes (median r = .37, range = .19?.50)
Ethnography as instructional tool in the teaching and learning of anthropology
A thesis submitted to the Faculty of Humanities, University of the Witwatersrand in fulfillment of the requirements for the degree of Doctor of Philosophy
Johannesburg 2017.This research investigates how ethnography acts as an instructional tool in teaching and
learning anthropology. Through a classroom ethnography of a postgraduate anthropology
course, it illustrates how ethnography as a âpsychological toolâ mediates anthropological
pedagogy. The author was a nonâparticipant observer for twelve weeks in a South African
Ethnography seminarâcourse, taught by a noted South African anthropologist. In a
descriptiveâinterpretive analysis of richly detailed ethnographic data, the researcher traces
the microâgenetic processes of concept development to illustrate the role of ethnography in
mediating understanding of anthropological ways of thinking. The study is theoretically
informed by the seminal work of Lev Vygotskyâs (1987) socioculturalâhistorical approach to
cognitive development and anthropologist Clifford Geertzâs (1988) view of ethnography as
an instrument of communication, a vehicle of thought. Vygotksyâs theory is applied and
extended in a tripleâstranded analysis incorporating neoâVygotskian activityâtheory
(Wertsch, 1991) and significationâtheory (Miller, 2011) as these theories are integrated by
Bakhtinâs (1986) theory of dialogicality, in a context of higher education as a community of
practice. In extending Vygotskyâs sociocultural approach to cognitive development, the
research argues that, and demonstrates that, ethnography as a psychological tool is a
âmodel ofâ and âmodel forâ the teaching and learning of anthropology.MT201
Where the apple blossoms fall : down in the lane.
Gift of Dr. Mary Jane Esplen.Piano vocal [instrumentation]A flat major [key]Andante [tempo]Popular song [form/genre]Man, woman, tree, bird [illustration]E H Pfeiffer [engraver]M H Andrews Pianos & Organs, Bangor Maine [dealer stamp]Publisher's advertisement on front inside cover & back cover [note
RRR - Mazar_Srull - Secondary Replication - BaskinCoary
Our laboratory's Implementation of the Mazar_Srull RRR protoco
RRR - Dijksterhuis - Baskin.docx
Our laboratory's Implementation of the Dijksterhuis RRR protoco