Effects of go/no-go training on food-related action tendencies, liking and choice

This is the final version. Available on open access from the Royal Society via the DOI in this recordData accessibility: All study data and analysis scripts are freely available on the Open Science Framework (https://osf.io/hz2nb/). The study protocol was preregistered prior to data collection at https://osf.io/wav8p. The data are provided in electronic supplementary material [86].Inhibitory control training effects on behaviour (e.g. 'healthier' food choices) can be driven by changes in affective evaluations of trained stimuli, and theoretical models indicate that changes in action tendencies may be a complementary mechanism. In this preregistered study, we investigated the effects of food-specific go/no-go training on action tendencies, liking and impulsive choices in healthy participants. In the training task, energy-dense foods were assigned to one of three conditions: 100% inhibition (no-go), 0% inhibition (go) or 50% inhibition (control). Automatic action tendencies and liking were measured pre- and post-training for each condition. We found that training did not lead to changes in approach bias towards trained foods (go and no-go relative to control), but we warrant caution in interpreting this finding as there are important limitations to consider for the employed approach-avoidance task. There was only anecdotal evidence for an effect on food liking, but there was evidence for contingency learning during training, and participants were on average less likely to choose a no-go food compared to a control food after training. We discuss these findings from both a methodological and theoretical standpoint and propose that the mechanisms of action behind training effects be investigated further.Economic and Social Research Council (ESRC)Biotechnology and Biological Sciences Research Council (BBSRC)European Research Council (ERC

Embedding open and reproducible science into teaching: A bank of lesson plans and resources

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

Evaluating the Pedagogical Effectiveness of Study Preregistration in the Undergraduate Dissertation

Research shows that questionable research practices (QRPs) are present in undergraduate final-year dissertation projects. One entry-level Open Science practice proposed to mitigate QRPs is “study preregistration,” through which researchers outline their research questions, design, method, and analysis plans before data collection and/or analysis. In this study, we aimed to empirically test the effectiveness of preregistration as a pedagogic tool in undergraduate dissertations using a quasi-experimental design. A total of 89 UK psychology students were recruited, including students who preregistered their empirical quantitative dissertation ( n = 52; experimental group) and students who did not ( n = 37; control group). Attitudes toward statistics, acceptance of QRPs, and perceived understanding of Open Science were measured both before and after dissertation completion. Exploratory measures included capability, opportunity, and motivation to engage with preregistration, measured at Time 1 only. This study was conducted as a Registered Report; Stage 1 protocol: https://osf.io/9hjbw (date of in-principle acceptance: September 21, 2021). Study preregistration did not significantly affect attitudes toward statistics or acceptance of QRPs. However, students who preregistered reported greater perceived understanding of Open Science concepts from Time 1 to Time 2 compared with students who did not preregister. Exploratory analyses indicated that students who preregistered reported significantly greater capability, opportunity, and motivation to preregister. Qualitative responses revealed that preregistration was perceived to improve clarity and organization of the dissertation, prevent QRPs, and promote rigor. Disadvantages and barriers included time, perceived rigidity, and need for training. These results contribute to discussions surrounding embedding Open Science principles into research training

TARJETA POSTAL NAVIDEÑA [Material gráfico]

ITALIACopia digital. Madrid : Ministerio de Educación, Cultura y Deporte, 201

Behavioural Data For the Study 'Stop-Change Training Effects On Food Liking, Cravings and Choice Behaviour', 2021

In this study we assessed the efficacy of a novel behavioural paradigm that employs the principles of inhibitory control training for eating-related behaviours. In a between-group design participants were trained to either stop their responses towards selected foods that were high in fat, sugar and/or salt (stop group) or change their initiated response from these foods to items that were considered 'healthier' (stop-change group). This paradigm was developed in an effort to capture the real-world behaviour of 'food-swaps' where following a healthier diet on a daily basis does not only involve reducing or stopping consumption of energy-dense foods but also choosing healthier alternatives. We tested whether training would influence participants' subjective evaluations of selected foods both in terms of liking and state cravings. We also examined whether training would affect participants' impulsive food choice behaviour whereby they choose foods associated with stop responses less frequently and foods associated with change responses more frequently. The data uploaded here are raw csv files that require further data pre-processing from the abovementioned study in the ESRC Project ES/V011030/1.Research within the social sciences can have a profound positive impact on public health challenges, such as the rise in overweight and obesity in the UK. Addressing the health and socioeconomical costs of these challenges requires a joint effort from academic, industry and government sectors. In my doctoral work I tested the efficacy of behavioural interventions that can potentially help people make healthier food choices. I found that training individuals to stop their behavioural responses towards energy-dense foods in a computer-based task can reduce their choices, cravings and liking for these foods. I investigated the mechanisms of action behind these training effects (how does it work?) and the parameters that should be considered for designing such interventions (what should training involve?). In order to establish myself as a leading researcher in food-related health intervention research, I will publish my work in top-ranking journals that can reach a wide range of readers and communicate all findings to a multidisciplinary audience by attending a health psychology conference. I will continue the development of a novel intervention that can promote healthy eating and undertake this research as part of a teaching programme for undergraduate students run in collaboration with other universities. During the fellowship I will also strengthen my skills on advanced statistical analyses for behavioural data in psychology. The disseminated research findings can be used to generate accessible and cost-efficient technologies (e.g. smart- phone apps) for healthy eating. These mobile health technologies can be developed by UK companies and distributed to the general public through our healthcare system. For this exchange of knowledge and ideas between sectors to be successful, academic research needs to be trusted. During my PhD I came across the 'open science' movement in the social sciences - a scientific community that was calling for greater transparency, integrity and reproducibility in research through the adoption of open science practices. They advocated making the research data and findings accessible to all to advance scientific knowledge. The more I learned about this movement the more I discovered about my own research field. Reproducibility and openness are very important for health interventions as our work can reach the healthcare and industry sectors. However, I discovered that food-related research faces a reproducibility challenge with the most notable example being an allegation of academic misconduct which led to a 'world-renowned' scientist retracting many of his papers due to unreliable findings. The Center for Open Science (COS) is a technological organisation that leads global developments for reproducible science, as for example creating solutions for making research plans, data and materials publicly available. I have used these tools to increase the transparency of my work and ensure that my research on behavioural interventions for eating behaviours can be reproduced by other researchers. In this fellowship I will work in close consultation with COS to develop an accessible web-based application that can help researchers design robust and reproducible studies. For this industry partnership, I will use my skills and experience in psychological research and open science to create an innovative solution that can be beneficial for researchers and stakeholders (e.g. academic publishers). The work product and implications of this industry partnership will be communicated to multidisciplinary audiences in local and international meetings. Overall, this fellowship will prepare me for the next stage in my career where I continue my research on health interventions for eating behaviours and expand my network and skills to form fruitful collaborations with UK organisations to promote technological innovations for greater reproducibility in the social sciences.</p

Factors Affecting Greek Nurses’ Caring Behaviors: The Role of Nurses’ Spirituality and the Spiritual Climate of Hospitals

The aim of the present study was to examine the effect of nurses’ personality, spirituality, and spiritual care in nurses’ caring behaviors. A descriptive, cross-sectional study was conducted in two hospitals, located in Athens, Greece. Data were collected by a four-part self-reported questionnaire. The results showed that work experience seems to play an important and positive role on nurses’ caring behaviors, and all personality traits, except neuroticism. Also, spirituality and spiritual climate are significant factors predicting nurses' caring behaviors. Moreover, a hospitals’ spiritual climate can positively influence all domains of nursing care (p < 0.001). Nurses spirituality (faith) and hospital spiritual climate can also positively influence nursing care. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature

Depression, anxiety and stress among patients with hematological malignancies and the association with quality of life: A cross-sectional study

Aim. To evaluate psychological distress and quality of life of patients with hematological malignancies, as well as to identify the prognostic factors that aggravate their condition. Methods. A cross-sectional, descriptive study including 87 patients with Hematological Malignancies was conducted. Data were collected with an anonymous questionnaire consisted by A) a sheet with socio-demographic characteristics, B) the Depression, Stress and Stress Scale (DASS21), and C) World Health Organization Life Quality Scale (WHOQOL - BREF30). The processing and statistical analysis of the empirical material of the research were done using the SPSS (Statistical Package for Social Science) 22.0. Results. The results showed that the age of the sample averaged 71.22 years (SD = 8.71). Regarding their marital status, single mothers were 9.2%, married 62.1%. With regard to disease-related features, 28.7% of patients had Hodgkin's Lymphoma, 27.6% Chronic Lymphocytic Leukemia, 27.6% MDL and 16.1% of patients had myelodysplastic syndrome Multiple myeloma. In the investigation of the relationship between the Mental health Scale and the Quality of Life, negative correlations of Depression, Stress, Stress and the total DAS Scale with all dimensions of Patient Quality of Life were found. Conclusions. Higher levels of psychological distress and poor mental health are associated with a low level of quality of life. © 2020 Universitatea de Medicina si Farmacie Iuliu Hatieganu

Evaluating the Pedagogical Effectiveness of Study Preregistration in the Undergraduate Dissertation

Research shows that questionable research practices (QRPs) are present in undergraduate finalyear dissertation projects. One entry-level Open Science practice proposed to mitigate QRPs is ‘study preregistration’, through which researchers outline their research questions, design, method and analysis plans prior to data collection and/or analysis. In this study, we aimed to empirically test the effectiveness of preregistration as a pedagogic tool in undergraduate dissertations using a quasi-experimental design. A total of 89 UK psychology students were recruited, including students who preregistered their empirical quantitative dissertation (n = 52; experimental group) and those who did not (n = 37; control group). Attitudes towards statistics, acceptance of QRPs, and perceived understanding of Open Science were measured both pre- and post-dissertation. Exploratory measures included capability, opportunity and motivation (COM-B) to engage with preregistration, measured at Time 1 only. This study was conducted as a Registered Report; Stage 1 protocol: https://osf.io/9hjbw (date of in-principle acceptance: 21/09/2021). Contrary to hypotheses, study preregistration did not significantly impact attitudes towards statistics or acceptance of QRPs. However, students who preregistered reported greater perceived understanding of Open Science concepts from Time 1 to Time 2, compared with students who did not preregister. Exploratory analyses indicated that students who preregistered reported significantly greater capability, opportunity, and motivation to preregister. Qualitative responses revealed that preregistration was perceived to improve clarity and organisation of the dissertation, prevent QRPs, and promote rigour. Disadvantages and barriers included time, perceived rigidity, and need for training. These results contribute to timely discussions surrounding the utility of embedding Open Science principles into research training