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Australasian Human Research Ethics Consultancy Services Pty Ltd (AHRECS)

Debriefing for ego threat may require more than we thought – Psychology & More (Dana C. Leighton, Ph.D. | July 2019)0

Posted by Admin in on July 7, 2019
 

When social psychologists manipulate a participant’s attitudes or beliefs, we have an ethical obligation to undo that manipulation. I explain it to my students as “putting the participant back the way we found them.” We frequently use a debriefing procedure, in the form of a written and/or (as in the case of my lab) verbal notice something to the effect of “yuk yuk, gosh, ya know what? we were just kidding. the thing you (read/did) was fake, we made it up, and it doesn’t mean anything.” Here is an example from the verbal debriefing script I used in a study several years ago that presented participants with a fake newspaper article about vandalism by University of Texas students.

I want to thank you for your participation here today and for your contribution to this project. We really appreciate your help with this work. Let me tell you a little bit about what we are trying to study.

First, we want to assure you that the incident you read about never happened on the campus. We created a fake newspaper article about it in order to better understand how people respond to these kinds of situations. To our knowledge, no University of Texas students have ever been involved in such an incident.

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The full article is behind a paywall, but here’s the reference:
Miketta, S., & Friese, M. (2019). Debriefed but still troubled? About the (in)effectiveness of postexperimental debriefings after ego threat. Journal of Personality and Social Psychology. Advance online publication.
http://dx.doi.org/10.1037/pspa0000155

Reboot undergraduate courses for reproducibility – Nature (Katherine Button | September 2018)0

Posted by Admin in on December 12, 2018
 

Collaboration across institutes can train students in open, team science, which better prepares them for challenges to come, says Katherine Button.

Three years ago, as I prepared to start as a lecturer in the University of Bath’s psychology department, I reflected on my own undergraduate training. What should I emulate? What would I like to improve? The ‘reproducibility crisis’ was in full swing. Many of the standard research practices I had been taught were now shown to be flawed, from P-value hacking to ‘HARKing’ — hypothesizing after the results are known — and an over-reliance on underpowered studies (that is, drawing oversized conclusions from undersized samples).

It struck me that the research dissertation students do in their final year is almost a bootcamp for instilling these bad habits. Vast numbers of projects, limited time and resources, small sample sizes, the potential for undisclosed analytic flexibility (P-hacking) and a premium on novelty: together, a recipe for irreproducible results.

Most undergraduate dissertations turn into exercises tallying the limitations of the research design — frustrating for both student and supervisor. However, each year a few students get lucky and publish, securing a huge CV advantage. I wondered what lesson this was teaching. Were we embedding a culture that rewards chance results over robust methods?

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Scientists Rarely Admit Mistakes. A New Project Wants to Change That – UnDark (Dalmeet Singh Chawla | July 2018)0

Posted by Admin in on October 30, 2018
 

What are researchers to do when they lose confidence in their previously published work? A new project seeks to offer them an outlet.

IN SEPTEMBER 2016, the psychologist Dana Carney came forward with a confession: She no longer believed the findings of a high-profile study she co-authored in 2010 to be true. The study was about “power-posing” — a theory suggesting that powerful stances can psychologically and physiologically help one when under high-pressure situations. Carney’s co-author, Amy Cuddy, a psychologist at Harvard University, had earned much fame from power poses, and her 2012 TED talk on the topic is the second most watched talk of all time.

Carney, now based at the University of California, Berkeley, had, however, changed her mind. “I do not believe that ‘power pose’ effects are real,” she wrote on her website in 2016. The reason, she added, was that “since early 2015 the evidence has been mounting suggesting there is unlikely any embodied effect of nonverbal expansiveness.” Other researchers, it turned out, could not replicate the power pose results, and withering scrutiny of the Carney and Cuddy study by fellow scientists mounted.

Carney’s assertions and Cuddy’s responses were widely covered in the media. (Earlier this year, Forbes reported that Cuddy had successfully refuted criticism of the power-posing study.) And despite her own eventual refutation of the findings, Carney did not believe the original paper warranted a full retraction, because it “was conducted in good faith based on phenomena thought to be true at the time,” she told the research integrity blog Retraction Watch.

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Current Perspectives on Research Ethics in Qualitative Research (Wolff-Michael Roth, Hella von Unger | 2018)0

Posted by Admin in on October 4, 2018
 

Abstract

In this article, we provide a brief introduction to the special issue on research ethics in qualitative research. We describe the general context within which our idea emerged to organize a special issue and present its design and, for purposes of transparency, some particulars with respect to the selection and review process. We sketch some of the common themes that are shared across parts of the paper set, including critical analysis of ethics codes and ethics reviews, the intricacies of informed consent, confidentiality and anonymity in qualitative research and questions of vulnerability.

Keywords
anonymity; confidentiality; ethics codes; ethics reviews; informed consent; knowledge/power; vulnerability

Roth, W., & von Unger, H. (2018). Current Perspectives on Research Ethics in Qualitative Research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 19(3). doi:http://dx.doi.org/10.17169/fqs-19.3.3155
Publisher (Open Access): http://www.qualitative-research.net/index.php/fqs/article/view/3155

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