Equivalence Testing for Psychological Research: A Tutorial

Lakens, Daniël; Scheel, Anne M.; Isager, Peder Mortvedt

doi:10.1177/2515245918770963

Cited by 1,122 publications

(991 citation statements)

References 45 publications

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“…On the other hand, there are concerns about the limitations of NHST. Importantly, in NHST, nonstatistically significant results are typically inconclusive, so researchers cannot accept a null hypothesis (but see Machery, 2012, andLakens, Scheel, &Isager, 2018). And if we cannot accept a null hypothesis, then it is harder to evaluate and publish failed replication attempts.…”

Section: Causes Of the Replicability Crisismentioning

confidence: 99%

Philosophy of science and the replicability crisis

Romero

2019

Philosophy Compass

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Replicability is widely taken to ground the epistemic authority of science. However, in recent years, important published findings in the social, behavioral, and biomedical sciences have failed to replicate, suggesting that these fields are facing a “replicability crisis.” For philosophers, the crisis should not be taken as bad news but as an opportunity to do work on several fronts, including conceptual analysis, history and philosophy of science, research ethics, and social epistemology. This article introduces philosophers to these discussions. First, I discuss precedents and evidence for the crisis. Second, I discuss methodological, statistical, and social‐structural factors that have contributed to the crisis. Third, I focus on the philosophical issues raised by the crisis. Finally, I discuss several proposals for solutions and highlight the gaps that philosophers could focus on.

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Section: Causes Of the Replicability Crisismentioning

confidence: 99%

Philosophy of science and the replicability crisis

Romero

2019

Philosophy Compass

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“…Hypothesis 2 assumed that color-evasion would be unrelated to cognitive, metacognitive, and behavioral CQ. Since conventional significance tests technically cannot test for the absence of an effect, we used equivalence testing with one-sided t-tests to reject the presence of a smallest effect size of interest (SESOI) (Lakens, Scheel, & Isager, 2018). As these procedures are not yet available for multilevel regression, we only tested equivalence for the bivariate correlations between color-evasion with self-reported cognitive, metacognitive, and behavioral CQ as well as with the SJT score.…”

Section: Gendermentioning

confidence: 99%

Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence

Schwarzenthal

Schachner

Juang

et al. 2019

Euro J Social Psych

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Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color‐evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine‐Westphalia (N = 631, Mage = 13.69 years, 49% of immigrant background) and Berlin (N = 1,335, Mage = 14.69 years, 52% of immigrant background) in Germany reported their perceptions of the classroom cultural diversity climate and completed quantitative and qualitative measures assessing their intercultural competence. Multilevel structural equation models indicate that contact and cooperation, multiculturalism, and, surprisingly, also color‐evasion (as in emphasizing a common humanity), were positively related to the intercultural competence of immigrant and non‐immigrant background students. We conclude that all three aspects of the classroom climate are uniquely related to aspects of adolescents’ intercultural competence and that none of them may be sufficient on their own.

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“…For each study, we report frequentist and Bayesian statistics, confidence intervals around Hedges' g based on d av , and the Bayes Factor (JZS) with a r-scale of .707 (Rouder, Speckman, Sun, Morey, & Iverson, 2009). When we expected no or a weak IAT effect to emerge, we additionally report the results of equivalence tests (i.e., the 'two one-sided t-tests approach', see Lakens, Scheel, & Isager, 2018). For completeness, we report the robust statistics using the Yuen-Welch method for comparing 20% trimmed means (Wilcox, 2012;Wilcox & Tian, 2011) in the supplementary materials (see the Appendix A in the supplementary materials for the robust statistics).…”

Section: Sample Size Justification and Statistical Analysesmentioning

confidence: 99%

Predicting Context-dependent Cross-modal Associations with Dimension-specific Polarity Attributions. Part 2: Red and Valence

Schietecat

Lakens

IJsselsteijn

et al. 2018

Collabra: Psychology

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Although context effects have repeatedly been demonstrated, it remains difficult to predict how context features influence the associative meaning of concepts. In a recent series of Experiments (see Part 1, Schietecat, Lakens, IJsselsteijn, & de Kort, 2018), we proposed and tested the dimension-specificity hypothesis for understanding and predicting context-dependent cross-modal associations between saturation, brightness, and aggression. In the current manuscript, Part 2, we aim to further test the dimension-specificity hypothesis by predicting the context-dependency of the meaning of the color red observed in the literature. The results of a series of five experiments revealed that the associations between red and valence could be predicted based on the activated dimensions of meaning (i.e., the evaluation or activity dimension) through the opposing concepts in the task. In the context of green, red was associated with negativity, whereas in context of blue, red was mostly associated with activity. Therefore, red was related to both aggression (a negative concept) and enthusiasm (a positive concept), depending on the context.

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Equivalence Testing for Psychological Research: A Tutorial

Cited by 1,122 publications

References 45 publications

Philosophy of science and the replicability crisis

Philosophy of science and the replicability crisis

Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence

Predicting Context-dependent Cross-modal Associations with Dimension-specific Polarity Attributions. Part 2: Red and Valence

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