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 In two unpublished replications of this study designed to verify the appropriate testing procedures, Dijksterhuis, van Knippenberg, and Holland observed a smaller difference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 In two unpublished replications of this study designed to verify the appropriate testing procedures, Dijksterhuis, van Knippenberg, and Holland observed a smaller difference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 ‘psychological tool’ mediates anthropological pedagogy. The author was a non‐participant observer for twelve weeks in a South African Ethnography seminar‐course, taught by a noted South African anthropologist. In a descriptive‐interpretive analysis of richly detailed ethnographic data, the researcher traces the micro‐genetic 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 Vygotsky’s (1987) sociocultural‐historical approach to cognitive development and anthropologist Clifford Geertz’s (1988) view of ethnography as an instrument of communication, a vehicle of thought. Vygotksy’s theory is applied and extended in a triple‐stranded analysis incorporating neo‐Vygotskian activity‐theory (Wertsch, 1991) and signification‐theory (Miller, 2011) as these theories are integrated by Bakhtin’s (1986) theory of dialogicality, in a context of higher education as a community of practice. In extending Vygotsky’s sociocultural approach to cognitive development, the research argues that, and demonstrates that, ethnography as a psychological tool is a ‘model of’ and ‘model for’ the teaching and learning of anthropology.MT201

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

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