Suchergebnisse

Faculty members at two small Canadian universities were sent a questionnaire in which they were asked about research activities and preferences, views of themselves as researchers, and views about factors which they felt either constrained or facilitated research activities. Respondents were highly committed to research, though gave teaching an equally high priority. Views of influences were similar across universities, with non-teaching commitments, teaching commitments, availability of graduate students, and availability of library holdings seen as most detrimental. Personal motivation and university research offices were seen as positive influences. We consider how faculty views might affect university policy and suggest, among other things, that universities might want to develop a formal policy in which individual faculty be allowed to specialize to some extent in research or teaching. ; Les professeurs des deux petites universités canadiennes ont répondu à un questionnaire portant sur leurs activités et préférences de recherche, leurs représentations d'eux-mêmes comme chercheurs et leurs perceptions des facteurs qui aident ou gênent les activités de recherches. Les professeurs accordent une grande priorité à la recherche ainsi qu'à l'enseignement. Peu de différences sont observées dans les perceptions des professeurs des deux universités. Les plus grands obstacles sont les fonctions de participation à l'université, les charges d'enseignement, la disponibilité des étudiants des deuxième et troisième cycles et la disponibilité des livres à la bibliothèque. La motivation des chercheurs et les bureaux de l'administration de la recherche sont perçus de manière positive. Les auteurs traitent par la suite de la façon dont les représentations des professeurs peuvent affecter les politique universitaires. Ils suggèrent, par exemple, que les universités puissent autoriser les professeurs à consacrer plus de temps à la recherche ou à l'enseignement.

Although replication is a central tenet of science, direct replications are rare in psychology. This research tested variation in the replicability of 13 classic and contemporary effects across 36 independent samples totaling 6,344 participants. In the aggregate, 10 effects replicated consistently. One effect – imagined contact reducing prejudice – showed weak support for replicability. And two effects – flag priming influencing conservatism and currency priming influencing system justification – did not replicate. We compared whether the conditions such as lab versus online or US versus international sample predicted effect magnitudes. By and large they did not. The results of this small sample of effects suggest that replicability is more dependent on the effect itself than on the sample and setting used to investigate the effect.

While direct replications such as the "Many Labs" project are extremely valuable in testing the reliability of published findings across laboratories, they reflect the common reliance in psychology on single vignettes or stimuli, which limits the scope of the conclusions that can be reached. New experimental tools and statistical techniques make it easier to routinely sample stimuli, and to appropriately treat them as random factors. We encourage researchers to get into the habit of including multiple versions of the content (e.g., stimuli or vignettes) in their designs, to increase confidence in cross-stimulus generalization and to yield more realistic estimates of effect size. We call on editors to be aware of the challenges inherent in such stimulus sampling, to expect and tolerate unexplained variability in observed effect size between stimuli, and to encourage stimulus sampling instead of the deceptively cleaner picture offered by the current reliance on single stimuli.