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Distinguishing Between Models and Hypotheses: Implications for Significance Testing
No full textIn the debate about the merits or demerits of null hypothesis significance testing (NHST), authorities on both sides assume that the p value that a researcher computes is based on the null hypothesis or test hypothesis. If the assumption is true, it suggests that there are proper uses for NHST, such as distinguishing between competing directional hypotheses. And once it is admitted that there are proper uses for NHST, it makes sense to educate substantive researchers about how to use NHST properly and avoid using it improperly. From this perspective, the conclusion would be that researchers in the business and social sciences could benefit from better education pertaining to NHST. In contrast, my goal is to demonstrate that the p value that a researcher computes is not based on a hypothesis, but on a model in which the hypothesis is embedded. In turn, the distinction between hypotheses and models indicates that NHST cannot soundly be used to distinguish between competing directional hypotheses or to draw any conclusions about directional hypotheses whatsoever. Therefore, it is not clear that better education is likely to prove satisfactory. It is the temptation issue, not the education issue, that deserves to be in the forefront of NHST discussions
Interdisciplinary Value
No full textThis is a commentary on interdisciplinary value in the special issue "Responsible Research Assessment: Implementing DORA for hiring and promotion in psychology.
Re-analysis of a meta-analysis about tryptophan and depression
No full textThis is a reanalysis of a meta-analysis about L-tryptophan blood levels and depression, which became part of the controversy around a recent umbrella review about the role of serotonin in depression. The reanalysis revealed major methodological limitations, raising doubts on the conclusions in the original publication that levels of tryptophan are lowered among depressed compared to non-depressed individuals. The data is also compatible with a null effect and no firm conclusion should be made
The Untrustworthy Evidence in Dishonesty Research
No full textReplicable and reliable research is essential for cumulative science and its applications in practice. This article examines the quality of research on dishonesty using a sample of 286 hand-coded test statistics from 99 articles. Z-curve analysis indicates a low expected replication rate, a high proportion of missing studies, and an inflated false discovery risk. Test of insufficient variance (TIVA) finds that 11/61 articles with multiple test statistics contain results that are ``too-good-to-be-true''. Sensitivity analysis confirms the robustness of the findings. In conclusion, caution is advised when relying on or applying the existing literature on dishonesty
Testing the Usability of the Psychological Research Preregistration-Quantitative (PRP-QUANT) Template
No full textThe Psychological Research Preregistration-Quantitative (PRP-QUANT) Template provides researchers with a comprehensive list of elements to consider when planning a psychological study. We assessed its usability and researchers’ intention to use it. We conducted a usability test (study 1) and surveyed researchers who submitted or reviewed a preregistration created with the template (study 2, authors: N = 19, reviewers: N = 29) regarding their impression of the template. For the usability test, we recruited participants via the mailing lists of the German Psychological Society, the American Psychological Association, and the British Psychological Society, and social media. Participants answered selected template and web probing items and provided an overall rating (N = 88). Based on the Unified Theory of Acceptance and Use of Technology (UTAUT), we expected that the intention to use the template is influenced by performance expectancy (moderated by age), effort expectancy (moderated by age and experience), and social influence (moderated by age, experience, and voluntariness, N = 60). The results suggest that the PRP-QUANT Template is suitable for different research areas within psychology, is evaluated as effective, and perceived positively. Performance expectancy and all predictors combined significantly predicted researchers’ intention to use the template. A plain language summary in English and German is available in Text S1 in the supplemental material
Interaktionsförutsättningar och skolframgång i en mångkulturell lågstadieskola. : En fallstudie om hur skolledning och pedagoger arbetar med styrd skolintegration
No full textLocal policymakers in Sweden have recently become increasingly concerned about the negative effects of ethnic school segregation. They believe that this practice leads to poor language acquisition and unequal academic achievement among migrant children. Additionally, they argue that this segregation undermines the ability of schools to teach important civil values such as fairness, equality, and social cohesion, which are essential for preparing students to be democratic citizens (Lund 2021). As a result, several municipalities have taken steps to implement local desegregation policies to create more diverse student bodies and promote greater academic success and social integration within their communities.
In this article, we will be discussing a municipality that has implemented school mergers targeting elementary school children. As a result of the mergers, all elementary school students are moved to schools outside of their residential area. In particular, we will focus on the work of school leaders and teachers at North Elementary School, one of the two K-3 schools that now hosts students from three previously separate K-6 schools. At North Elementary, around 50% of the students are from a migrant background, meaning they were born outside of Sweden. These students include refugees from Syria, Somalia, Afghanistan, and newly arrived EU migrants. The remaining 50% of students were born in Sweden and have parents born in Sweden or elsewhere. Students without "own migration experience" are either native Swedes or have parents from former Yugoslavia and Finland. In this article, we will analyze these two groups of students: those with migrant backgrounds and those without their own migration experience.
Previous studies on local school desegregation policies in Sweden have mainly focused on children in grades 4-9 (Arneback & Jämte, 2023). Therefore, the purpose of this article is to examine an empirical research area that has not been explored before in the Swedish context (K-3 school). The aim of the study is to answer the following research questions: How do school leaders and teachers manage the new student composition organizational, social and pedagogical, and how does this affect the relationships between students and their academic performance?
The data for this study includes four weeks of school observations, semi-structured interviews with school leaders and teachers, municipality register data of national tests in Swedish and Swedish as a second language (the data covers the cohorts of students two years before and four years after the desegregation reform), and a sociogram where students were asked about their preferences for working together during lessons, playing together during breaks, and spending leisure time together.
The article utilizes a cultural sociological perspective and focuses on the concepts of multicultural incorporation (Alexander, 2006), super-diversity (Vertovec, 2019), and conviviality (Gilroy, 2004). The findings of our research show that there is extensive social interaction between the two groups of students. The study also demonstrates that students results at the national tests in Swedish and Swedish as a second language have significantly improved since the merging initiative. This can be attributed to the teacher's beliefs in a school for all, and actions taken towards the super-diverse student group forming interaction prerequisites; (i) facilitating interactions among students during breaks and lunchtime. This helps students socialize with classmates they don't usually talk to or play with. (ii) Newly arrived migrant students are integrated into regular teaching immediately, which has social and pedagogical benefits. (iii) Students with good language and subject knowledge are seen as resources for teaching and are encouraged to help other students. (iv) The school actors' pedagogical work largely involves developing a clear teaching structure that students can identify with. (v) The content of teaching places a clear focus on linguistic concepts that are deemed decisive for students' academic success. (vi) The school's two-teacher system allows for support structures that ensure that all students can follow the same teaching.
Our interpretation is that the beliefs and actions of school leaders and teachers are crucial for children's academic and social inclusion. In a super-diverse student group, they reaffirm their belief in an equal educational system for all. Despite being in a school-segregated system, change is possible. The Swedish welfare state, historically developed with a civil sphere based on solidarity and empathy, can be a starting point for the municipality's school desegregation reform and the beliefs and actions of school staff. By embracing cultural diversity in schools, we can promote ethnic boundary-crossing and improve academic achievement. As Alexander (2006) taught us, openness and solidarity are essential in our social lives. Therefore, teaching strategies cannot be separated from the school's social relations, and creating a school culture characterized by a multicultural mode of incorporation can promote civil repair.
Main references
Alexander, Jeffrey (2006). The Civil Sphere. Oxford: Oxford University Press.
Arneback, Emma & Jämte, Jan (2023). En social samvaro för alla? Om betydelsen av omsorg, respekt och solidaritet i skolor präglade av mångfald, Pedagogisk forskning i Sverige (ahead of print). DOI: https://doi.org/10.15626/pfsvol.nr.artikelnr
Gilroy, Paul (2004). After empire: Melancholia or convivial culture? Routledge.
Lund, Stefan (2021). Styrd skolintegration för ökad likvärdighet och social sammanhållning. Pedagogisk forskning i Sverige, 26, 54–80.
Lund, Stefan (2021). Styrd skolintegration för ökad likvärdighet och social sammanhållning. Pedagogisk forskning i Sverige. https://open.lnu.se/index.php/PFS/article/view/2627/2497
Vertovec, Steven 2019. Talking around super-diversity. Ethnic and Racial Studies, 42 (1), 125–139.Pedagogisk och utbildningssociologisk forskning visar att den svenska grundskolan är starkt segregerad vilket har bidragit till försämrad likvärdighet i elevers måluppfyllelse. En följd av detta har blivit att kommuner försöker hantera skolsegregationens negativa effekter genom att aktivt styra skolornas elevsammansättning. Denna artikeln handlar om hur skolledare och pedagoger i en i mindre kommuns lågstadieskola, arbetar med en ny elevsammansättning, organisatoriskt, socialt och pedagogiskt och den betydelse deras arbete får för elevers relationer till varandra och deras skolframgång. Fallstudiens har ett kultursociologiskt perspektiv vars analyser baseras på etnografiska fältanteckningar, intervjuer med skolaktörer, kommundata över elevernas resultat på nationella prov mellan åren 2016–2021 samt ett sociogram som eleverna har fyllt i. Resultaten visar att majoriteten av eleverna som sedan starten av sin grundskoleutbildning har gått i en integrerad skolform umgås i hög grad med elever som har en annan etnisk bakgrund än de själva. Eleverna får också högre resultat på de nationella proven i svenska och svenska som andraspråk i jämförelse med innan och åren direkt efter reformen. De huvudsakliga förklaringarna till denna framgång grundar sig i skolaktörernas genuina tro på en skola för alla, samtidigt som de utvecklat interaktionsförutsättningar som lagt grunden till en inkluderande skolkultur
Cultural entrepreneurship in fashion: Insights from an existentialist reading of Emily in Paris
Get PDFThe Netflix rom-com series Emily in Paris revolves around Emily Cooper, who has been assigned by her Chicago-based employer to work for Savoir, a subsidiary marketing agency in Paris. In this paper, Emily in Paris is approached as a showcase of cultural entrepreneurship, and the existentialist reading of the series reveals a distinct symbolic universe that harbours the characters’ existential conundrums as they organize themselves and others in the course of their everyday lives. The revelation of this symbolic universe, it is argued, adds to the conversation about cultural entrepreneurship issues of power/resistance, management hierarchies, and technology
Evaluation of pediatric vision screening and digital referral routines in an interprofessional setting in Norway
Get PDFVision is crucial for childhood development, and ensuring good vision in children is one of the United Nation’s sustainability goals. Most countries have a childhood vision screening programme, and in Norway screening in children aged 4–5 years is performed in community health centres (CHC). Specialist health services such as ophthalmology and/or orthoptics are the referral bodies. However, access to these may be limited and they may be a long distance away from the child’s home, while optometrists are often more available and accessible. This study aims to investigate if vision screening reliably detects vision problems and to explore if using paediatric optometry as a referral body can relieve the specialist health services. The study also aims to report frequency of refractive errors and management of vision problems in this age group.
Of 274 children who attended vision screening by school nurses at the CHC in Kongsberg, Norway, parents of 213 (77.7%) consented to a separate eye and vision examination by a paediatric optometrist. Agreements in screening results between school nurses and the paediatric optometrists were evaluated. Separately, an ophthalmologist and an orthoptist assessed records from the eye examinations through a digital communication tool (Eyecheck System AS). Agreements in diagnoses and management decisions between optometrists and the specialist health services were evaluated.
Amblyopia or ocular pathology was found in 1.9% of the children, which were all identified by the vision screening. The vision screening had a sensitivity and specificity of 62.3% and 58.6%, respectively, for detecting other vision problems in need of treatment or follow-up. Hypermetropia was present in 82.7% of the children (58.0% low, 18.5% moderate, 6.5% high hypermetropia), 16.4% had emmetropia and 1.0% had myopia. Glasses were prescribed to 8.5% of the children and 16.4% were scheduled for follow-ups. There was a high level of agreement in management between optometrists and specialists (ophthalmologist 80.3%, orthoptist 81.7%).
The vision screening reliably detected amblyopia and ocular pathology, and most refractive errors were detected. The high degree of agreement between the three eye care professions suggests that paediatric optometrists can be used as the referral body for this age group. Availability of a digital communication tool provides support for the paediatric optometrists in their decision making and can help relieve the specialist health services by providing children with an eye examination and vision correction earlier and more easily
Pilot study: simulating myopic chromatic aberration on a computer screen induces progressive choroidal thickening in myopes
Get PDFThe purpose of this study was to determine whether repeated exposure to a digitally simulated myopic chromatic aberration (“red in focus” filter) on a computer screen, can change axial length (AL) and choroidal thickness (ChT) in young human subjects.
Six myopic and four emmetropic subjects worked on a computer screen with a “red in focus” filter for 2 hours per day over 12 consecutive days (days 1–12). The treatment period was followed by 2 days of recovery where subjects performed computer work for 2 hours per day without filtering (days 13 and 14). Before and after each computer work episode, axial length and subfoveal choroidal thickness were measured in both eyes. Additionally, on days 1, 12, and 14, visual acuity and contrast sensitivity were measured in three luminance-matched light conditions: red, blue, and white light.
Myopic, but not emmetropic eyes showed progressive thickening of the choroid and shortening of the axial length over 12 consecutive days with the “red in focus” filter (AL:−31 ± 39 µm, p < 0.01; ChT: +18 ± 14 µm, p < 0.0001) with significant recovery when compared to the last days of the treatment period (AL: +10 ± 26 µm, p < 0.05; ChT:−16 ± 10 µm, p < 0.001). Visual acuity improved in both emmetropic and myopic eyes, under all light conditions, however, a significant difference was measured only in emmetropic eyes in red light (−0.03 ± 0.15 vs. −0.19 ± 0.14 LogMAR, p < 0.05). Contrast sensitivity did not significantly change during the entire experiment in emmetropic or myopic eyes.
Working on a computer screen with the “red in focus” filter may have an inhibitory effect on myopia progression since it causes progressive thickening of the choroid and associated shortening of axial length over 12 days. However, long-term studies with larger sample sizes are necessary to verify a general effect