Publishing Research With Undergraduate Students via Replication Work: The Collaborative Replications and Education Project

Wagge, Jordan; Brandt, Mark J.; Lazarević, Ljiljana B.; Legate, Nicole; Christopherson, Cody D.; Wiggins, Brady; Grahe, Jon

doi:10.3389/fpsyg.2019.00247

Cited by 52 publications

(45 citation statements)

References 15 publications

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“…We carried out this research as part of the CREP. Thus, this project also joins the growing movement of conducting replications in the classroom (see also Leighton, Legate, LePine, Anderson, & Grahe, 2018;Wagge et al, 2019). Involving students in replication projects is more than a valuable pedagogical tool; it has been shown to be a promising means of carrying out high-quality replications (Frank & Saxe, 2012;Hawkins et al, 2018).…”

Section: Resultsmentioning

confidence: 95%

Reexamining the Effect of Gustatory Disgust on Moral Judgment: A Multilab Direct Replication of Eskine, Kacinik, and Prinz (2011)

Ghelfi

Christopherson

Urry

et al. 2020

Advances in Methods and Practices in Psychological Science

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Eskine, Kacinik, and Prinz's (2011) influential experiment demonstrated that gustatory disgust triggers a heightened sense of moral wrongness. We report a large-scale multi-site direct replication of this study conducted by participants in the Collaborative Replications and Education Project. Participants in each sample were randomly assigned to one of three beverage conditions: bitter/disgusting, control, or sweet. Then, participants made a series of judgments indicating the moral wrongness of the behavior depicted in each of six vignettes.In the original study (N = 57), drinking the bitter beverage led to higher ratings of moral wrongness than drinking the control and sweet beverages; a beverage contrast was significant among conservative (N = 19) but not liberal (N = 25) participants. In this report, random effects meta-analyses across all participants (N = 1,137 in k = 11 studies), conservative participants (N = 142, k = 5), and liberal participants (N = 635, k = 9) revealed standardized effect sizes that were smaller than reported in the original study. Some were in the opposite of the predicted direction, all had 95% confidence intervals containing zero, and most were smaller than the effect size the original authors could meaningfully detect. In linear mixed-effects regressions, drinking the bitter beverage led to higher ratings of moral wrongness than drinking the control beverage but not the sweet beverage. Bayes Factor tests reveal greater relative support for the null hypothesis. The overall pattern provides little to no support for the theory that physical disgust via taste perception harshens judgments of moral wrongness.

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Section: Resultsmentioning

confidence: 95%

Reexamining the Effect of Gustatory Disgust on Moral Judgment: A Multilab Direct Replication of Eskine, Kacinik, and Prinz (2011)

Ghelfi

Christopherson

Urry

et al. 2020

Advances in Methods and Practices in Psychological Science

Self Cite

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“…Another possibility is to integrate replication research with the student curriculum. For instance, the Collaborative Replications and Education Project (CREP; http://osf.io/wfc6u) is an international framework that allows students to work together on conducting direct replications of recent impactful studies (Wagge et al, 2019). This way, the initiative both serves an educational purpose and allows supervisory researchers to get a taste of the replication process and contribute to establishing the reliability of the literature.…”

Section: Discussionmentioning

confidence: 99%

Advancing the Cognitive Science of Religion through Replication and Open Science

Hoogeveen¹,

Elk²

2021

Preprint

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The Cognitive Science of Religion (CSR) is a relatively young but prolific field that has offered compelling insights into religious minds and practices. However, many empirical findings within this field are still preliminary and their reliability remains to be determined. In this paper, we first argue that it is crucial to critically evaluate the CSR literature and adopt open science practices and replication research in particular to move the field forward. Second, we highlight the outcomes of previous replications and make suggestions for future replication studies in the CSR, with a particular focus on neuroscience, developmental psychology, and qualitative research. Finally, we provide a ‘replication script’ with advice on how to select, conduct, and organize replication research. Our approach is illustrated with a ‘glimpse behind the scenes’ of the recently launched Cross-Cultural Religious Replication Project, in the hope of inspiring scholars of religion to embrace open science and replication in their own research.

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“…Mentoring publication-worthy replication studies instead may simultaneously inspire curiosity and motivation in students and generate value outside the classroom. Mechanisms such as the Collaborative Replications and Education Project (Wagge et al, 2019) can support these efforts.…”

Section: Psychological Science In the Classroommentioning

confidence: 99%

Don’t Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer’s (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies

et al. 2021

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In this direct replication of Mueller and Oppenheimer’s (2014) Study 1, participants watched a lecture while taking notes with a laptop ( n = 74) or longhand ( n = 68). After a brief distraction and without the opportunity to study, they took a quiz. As in the original study, laptop participants took notes containing more words spoken verbatim by the lecturer and more words overall than did longhand participants. However, laptop participants did not perform better than longhand participants on the quiz. Exploratory meta-analyses of eight similar studies echoed this pattern. In addition, in both the original study and our replication, higher word count was associated with better quiz performance, and higher verbatim overlap was associated with worse quiz performance, but the latter finding was not robust in our replication. Overall, results do not support the idea that longhand note taking improves immediate learning via better encoding of information.

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Publishing Research With Undergraduate Students via Replication Work: The Collaborative Replications and Education Project

Cited by 52 publications

References 15 publications

Reexamining the Effect of Gustatory Disgust on Moral Judgment: A Multilab Direct Replication of Eskine, Kacinik, and Prinz (2011)

Reexamining the Effect of Gustatory Disgust on Moral Judgment: A Multilab Direct Replication of Eskine, Kacinik, and Prinz (2011)

Advancing the Cognitive Science of Religion through Replication and Open Science

Don’t Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer’s (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies

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