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 (Δ 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).

Online communication is ubiquitous in the adolescent culture. Beside numerous advantages of this kind of connection among people, there are also significant risks. The goal of this research is to examine the correlation between problematic online behavior and experience with certain social (parental mediation), cognitive (information disclosure) and personality factors (dimensions of selfevaluation and extraversion). The study included 339 adolescents aged 18 and 19 (135 boys, 204 girls). We examined online abuse, sexual behavior and sexual victimization; and these scales and a parental mediation scale were based on instruments used in contemporary research in these

No abstract

Replication efforts in psychological science sometimes fail to replicate prior findings. If replications 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 replication 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 replications from the Reproducibility Project: Psychology (RP:P; Open Science Collaboration, 2015) in which the original authors had expressed concerns about the replication designs before data collection and only one of which was “statistically significant” (p &lt; .05). Commenters on RP:P suggested that lack of adherence to expert review and low-powered tests were the reasons that most of these failed to replicate (Gilbert et al., 2016). We revised the replication protocols and received formal peer review prior to conducting new replications. We administered the RP:P and Revised replication protocols in multiple laboratories (Median number of laboratories per original study = XX; Range XX to YY; Median total sample = XX; Range XX to YY) for high-powered tests of each original finding with both protocols. Overall, XX of 10 RP:P protocols and XX of 10 Revised protocols showed significant evidence in the same direction as the original finding (p &lt; .05), compared to an expected XX. The median effect size was [larger/smaller/similar] for Revised protocols (ES = .XX) compared to RP:P protocols (ES = .XX), and [larger/smaller/similar] compared to the original studies (ES = .XX) and [larger/smaller/similar] compared to the original RP:P replications (ES = .XX). Overall, Revised protocols produced [much larger/somewhat larger/similar] effect sizes compared to RP:P protocols (ES = .XX). We also elicited peer beliefs about the replications through prediction markets and surveys of a group of researchers in psychology. The peer researchers predicted that the Revised protocols would [decrease/not affect/increase] the replication rate, [consistent with/not consistent with] the observed replication results. The results suggest that the lack of replicability of these findings observed in RP:P was [partly/completely/not] due to discrepancies in the RP:P protocols that could be resolved with expert peer review.

Trauma can be described as an injury that leaves permanent consequences, latent traces that can be activated in periods of crisis (Krstić, 2009). In the second part of the 20 th century, the term trauma started being used ever more outside the medical and psychiatric context and entering the domain of social sciences (Sztompka, 2009). In the scope of this, one way the concept of trauma is used is in confronting negative and dysfunctional consequences that social change can leave in its wake. Various authors have studied social and psychological consequences of social changes on individuals and society. In this way, they opened the road to recognizing a new meaning of trauma, which they titled cultural or social trauma. It is known that the theory of emotional attachment states that in crisis or traumatic situations, members of a family group feel insecure, that risks in the environment can lead to lowered responsiveness of the parents, but it is less widely known if unresolved traumatic experiences of parents can be transferred to children and their later emotional attachment patterns. There is particularly little knowledge on whether significant social changes leave consequences on emotional lives of individuals and the emotional lives of their children. In this paper, we try to make a brief review of the literature on the topic, and summarize the theoretical and partly empirical knowledge in the area that exists so far.