Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes.

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

Taming temptation: Visual perspective impacts consumption and willingness to pay for unhealthy foods.

While thinking about food is a ubiquitous facet of daily life, the perils of imaginary eating are well documented; food-related mental imagery elevates both cravings and consumption. Given the serious health issues that often arise from overeating and obesity, identifying strategies that can be used to combat the link between imagination and consumption is, therefore, of considerable theoretical and practical importance. Here we explored the possibility that a fundamental property of mental imagery-the visual perspective from which an event is viewed-may alter the appraisal of unhealthy foods. Specifically, because it is accompanied by attenuated sensorimotor activity, third-person (cf. first-person) imagery was expected to weaken the link between imagination and consumption. The results of 3 studies supported this prediction showing that third-person (cf. first-person) simulations decreased the mental representation, actual consumption, and willingness to pay for desirable items. Driving these effects was the natural reduction of sensory components furnished by third-person imagery. Together, these findings suggest that adoption of a third-person vantage point during mental imagery may be a viable and effective tactic for curbing consumption in everyday life.