Improving the Replicability of Psychological Science Through Pedagogy

Replications are important to science, but who will do them? One proposal is that students can conduct replications as part of their training. As a proof-of-concept for this idea, here we report a series of 11 pre-registered replications of findings from the 2015 volume of Psychological Science, all conducted as part of a graduate-level course. Congruent with previous studies, replications typically yielded smaller effects than originals: The modal outcome was partial support for the original claim. This work documents the challenges facing motivated students in reproducing previously published results on a first attempt. We describe the workflow and pedagogical methods that were used in the class and discuss implications both for the adoption of this pedagogical model and for replication research more broadly.

复现对于科学而言至关重要，然而，谁将承担此重任？一项提议是，学生可以将复现实验作为其培训的一部分。为验证此观点，本文报告了一系列11项预先注册的复现实验，这些实验均来源于2015年《心理学科学》专辑的研究成果，且全部作为研究生课程的一部分进行。与先前研究一致，复现实验通常产生的影响小于原始实验：最常见的结果是对原始结论的部分支持。本研究记录了有志于复现先前已发表结果的学生在初次尝试中所面临的挑战。我们描述了课程中使用的流程和教学方法，并讨论了这一教学模式的采用以及对更广泛的复现研究的影响。