Abstract. We reevaluated and reanalyzed the data of Kühberger’s (1998) meta-analysis on framing effects in risky decision making by using p-curve. This method uses the distribution of only significant p-values to correct the effect size, thus taking publication bias into account. We found a corrected overall effect size of d = 0.52, which is considerably higher than the effect reported by Kühberger (d = 0.31). Similarly to the original analysis, most moderators proved to be effective, indicating that there is not the risky-choice framing effect. Rather, the effect size varies with different manipulations of the framing task. Taken together, the p-curve analysis shows that there are reliable risky-choice framing effects, and that there is no evidence of intense p-hacking. Comparing the corrected estimate to the effect size reported in the Many Labs Replication Project (MLRP) on gain-loss framing (d = 0.60) shows that the two estimates are surprisingly similar in size. Finally, we conducted a new meta-analysis of risk framing experiments published in 2016 and again found a similar effect size (d = 0.56). Thus, although there is discussion on the adequate explanation for framing effects, there is no doubt about their existence: risky-choice framing effects are highly reliable and robust. No replicability crisis there.

Social networks affect health. In this empirical study, friendship networks in integrative organized sports were examined and then compared with friendship networks in integrative school. Relevant factors for friendship network formation were investigated, with a particular interest in the relevance of intellectual disability. Advanced social network analysis was performed using exponential random graph modeling (ERGM) on individual attributes and dyadic factors, while controlling for network structures. A meta-analysis of estimated ERGMs in each setting, organized sports and school, was conducted. When controlling for all other included factors, intellectual disability is not relevant for friendship networks in organized sports. Athletic ability and gender homophily are relevant factors, while language and similarity in athletic ability are not. Contrary to the results for organized sports, intellectual disability and speaking a foreign language at home are negative factors in friendship networks at school. Athletic ability is important in both settings. Regarding dyadic factors, gender homophily is important in both settings, but similarity in athletic ability is not. To foster the psychosocial health of children with intellectual disabilities, they should be encouraged to participate in integrative organized sports as, there, they are part of friendship networks in a manner equal to their peers without an intellectual disability.

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