Improving the Replicability of Psychological Science Through Pedagogy
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Description: 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.