A guide for social science journal editors on easing into open science.

Journal editors have a large amount of power to advance open science in their respective fields by incentivising and mandating open policies and practices at their journals. The Data PASS Journal Editors Discussion Interface (JEDI, an online community for social science journal editors: www.dpjedi.org ) has collated several resources on embedding open science in journal editing ( www.dpjedi.org/resources ). However, it can be overwhelming as an editor new to open science practices to know where to start. For this reason, we created a guide for journal editors on how to get started with open science. The guide outlines steps that editors can take to implement open policies and practices within their journal, and goes through the what, why, how, and worries of each policy and practice. This manuscript introduces and summarizes the guide (full guide: https://doi.org/10.31219/osf.io/hstcx ).

We don't know what you did last summer. On the importance of transparent reporting of reaction time data pre-processing.

In behavioral, cognitive, and social sciences, reaction time measures are an important source of information. However, analyses on reaction time data are affected by researchers' analytical choices and the order in which these choices are applied. The results of a systematic literature review, presented in this paper, revealed that the justification for and order in which analytical choices are conducted are rarely reported, leading to difficulty in reproducing results and interpreting mixed findings. To address this methodological shortcoming, we created a checklist on reporting reaction time pre-processing to make these decisions more explicit, improve transparency, and thus, promote best practices within the field. The importance of the pre-processing checklist was additionally supported by an expert consensus survey and a multiverse analysis. Consequently, we appeal for maximal transparency on all methods applied and offer a checklist to improve replicability and reproducibility of studies that use reaction time measures.

How Safe and Technical Is Modified Dunn Osteotomy in the Management of Patients with SCFE: A Clinical Trial with Short-Term Follow-Up.

Objective: Over the last decade, modified Dunn osteotomy has been widely used in the management of slipped capital femoral epiphysis (SCFE) with varying degrees of complications. Different conclusions have been adopted. Our study represented our experience in using such a technique in stable and unstable SCFE and tried to determine its safety and applicability for routine practice. Methods: Our study adopted an interventional prospective design performed on 24 hips divided evenly between both sexes with a mean age of 13.25. On the Southwick classification, the cases were distributed between moderate and severe, which constituted 41.7% and 58.33%, respectively. Three quarters of the study subjects were stable according to the Loder classification. Each underwent modified Dunn osteotomy after a safe surgical hip dislocation. Results: Over the period of about 1-year follow-up, clinical evaluation was performed by examining the surgical site and assessing the legs' length, range of hip movement, Harris hip score, and iHOT-12 score. Radiological assessment was performed by calculation of slip angle from the frog lateral view, assessment of union, and occurrence of any complications. The study showed that there was significant improvement in patients in terms of radiological and clinical outcomes, with the occurrence of AVN in 16.7% of cases (4 out of 24). All cases of AVN occurred in unstable hips. Conclusion: Despite the complication of AVN, we believe the results of this study add to the current literature which suggests that modified Dunn osteotomy is an effective and safe technique for the management of moderate and severe SCFE. This trial is registered with PACTR202312819351504.

Preregistration in practice: A comparison of preregistered and non-preregistered studies in psychology.

Preregistration has gained traction as one of the most promising solutions to improve the replicability of scientific effects. In this project, we compared 193 psychology studies that earned a Preregistration Challenge prize or preregistration badge to 193 related studies that were not preregistered. In contrast to our theoretical expectations and prior research, we did not find that preregistered studies had a lower proportion of positive results (Hypothesis 1), smaller effect sizes (Hypothesis 2), or fewer statistical errors (Hypothesis 3) than non-preregistered studies. Supporting our Hypotheses 4 and 5, we found that preregistered studies more often contained power analyses and typically had larger sample sizes than non-preregistered studies. Finally, concerns about the publishability and impact of preregistered studies seem unwarranted, as preregistered studies did not take longer to publish and scored better on several impact measures. Overall, our data indicate that preregistration has beneficial effects in the realm of statistical power and impact, but we did not find robust evidence that preregistration prevents p-hacking and HARKing (Hypothesizing After the Results are Known).

The transposed-word effect provides no unequivocal evidence for parallel processing.

Studies using a grammaticality decision task have revealed surprising flexibility in the processing of word order during sentence reading in both alphabetic and non-alphabetic scripts. Participants in these studies typically exhibit a transposed-word effect, in which they make more errors and slower correct responses for stimuli that contain a word transposition and are derived from grammatical as compared to ungrammatical base sentences. Some researchers have used this finding to argue that words are encoded in parallel during reading, such that multiple words can be processed simultaneously and might be recognised out of order. This contrasts with an alternative account of the reading process, which argues that words must be encoded serially, one at a time. We examined, in English, whether the transposed-word effect provides evidence for a parallel-processing account, employing the same grammaticality decision task used in previous research and display procedures that either allowed for parallel word encoding or permitted only the serial encoding of words. Our results replicate and extend recent findings by showing that relative word order can be processed flexibly even when parallel processing is not possible (i.e., within displays requiring serial word encoding). Accordingly, while the present findings provide further evidence for flexibility in the processing of relative word order during reading, they add to converging evidence that the transposed-word effect does not provide unequivocal evidence for a parallel-processing account of reading. We consider how the present findings may be accounted for by both serial and parallel accounts of word recognition in reading.

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.

Reporting and interpreting non-significant results in animal cognition research.

How statistically non-significant results are reported and interpreted following null hypothesis significance testing is often criticized. This issue is important for animal cognition research because studies in the field are often underpowered to detect theoretically meaningful effect sizes, i.e., often produce non-significant p-values even when the null hypothesis is incorrect. Thus, we manually extracted and classified how researchers report and interpret non-significant p-values and examined the p-value distribution of these non-significant results across published articles in animal cognition and related fields. We found a large amount of heterogeneity in how researchers report statistically non-significant p-values in the result sections of articles, and how they interpret them in the titles and abstracts. Reporting of the non-significant results as "No Effect" was common in the titles (84%), abstracts (64%), and results sections (41%) of papers, whereas reporting of the results as "Non-Significant" was less common in the titles (0%) and abstracts (26%), but was present in the results (52%). Discussions of effect sizes were rare (<5% of articles). A p-value distribution analysis was consistent with research being performed with low power of statistical tests to detect effect sizes of interest. These findings suggest that researchers in animal cognition should pay close attention to the evidence used to support claims of absence of effects in the literature, and-in their own work-report statistically non-significant results clearly and formally correct, as well as use more formal methods of assessing evidence against theoretical predictions.

From Puzzle to Progress: How Engaging With Neurodiversity Can Improve Cognitive Science.

In cognitive science, there is a tacit norm that phenomena such as cultural variation or synaesthesia are worthy examples of cognitive diversity that contribute to a better understanding of cognition, but that other forms of cognitive diversity (e.g., autism, attention deficit hyperactivity disorder/ADHD, and dyslexia) are primarily interesting only as examples of deficit, dysfunction, or impairment. This status quo is dehumanizing and holds back much-needed research. In contrast, the neurodiversity paradigm argues that such experiences are not necessarily deficits but rather are natural reflections of biodiversity. Here, we propose that neurodiversity is an important topic for future research in cognitive science. We discuss why cognitive science has thus far failed to engage with neurodiversity, why this gap presents both ethical and scientific challenges for the field, and, crucially, why cognitive science will produce better theories of human cognition if the field engages with neurodiversity in the same way that it values other forms of cognitive diversity. Doing so will not only empower marginalized researchers but will also present an opportunity for cognitive science to benefit from the unique contributions of neurodivergent researchers and communities.

Contextual factors predicting compliance behavior during the COVID-19 pandemic: A machine learning analysis on survey data from 16 countries.

Voluntary isolation is one of the most effective methods for individuals to help prevent the transmission of diseases such as COVID-19. Understanding why people leave their homes when advised not to do so and identifying what contextual factors predict this non-compliant behavior is essential for policymakers and public health officials. To provide insight on these factors, we collected data from 42,169 individuals across 16 countries. Participants responded to items inquiring about their socio-cultural environment, such as the adherence of fellow citizens, as well as their mental states, such as their level of loneliness and boredom. We trained random forest models to predict whether someone had left their home during a one week period during which they were asked to voluntarily isolate themselves. The analyses indicated that overall, an increase in the feeling of being caged leads to an increased probability of leaving home. In addition, an increased feeling of responsibility and an increased fear of getting infected decreased the probability of leaving home. The models predicted compliance behavior with between 54% and 91% accuracy within each country's sample. In addition, we modeled factors leading to risky behavior in the pandemic context. We observed an increased probability of visiting risky places as both the anticipated number of people and the importance of the activity increased. Conversely, the probability of visiting risky places increased as the perceived putative effectiveness of social distancing decreased. The variance explained in our models predicting risk ranged from < .01 to .54 by country. Together, our findings can inform behavioral interventions to increase adherence to lockdown recommendations in pandemic conditions.

Towards a culture of open scholarship: the role of pedagogical communities.

The UK House of Commons Science and Technology Committee has called for evidence on the roles that different stakeholders play in reproducibility and research integrity. Of central priority are proposals for improving research integrity and quality, as well as guidance and support for researchers. In response to this, we argue that there is one important component of research integrity that is often absent from discussion: the pedagogical consequences of how we teach, mentor, and supervise students through open scholarship. We justify the need to integrate open scholarship principles into research training within higher education and argue that pedagogical communities play a key role in fostering an inclusive culture of open scholarship. We illustrate these benefits by presenting the Framework for Open and Reproducible Research Training (FORRT), an international grassroots community whose goal is to provide support, resources, visibility, and advocacy for the adoption of principled, open teaching and mentoring practices, whilst generating conversations about the ethics and social impact of higher-education pedagogy. Representing a diverse group of early-career researchers and students across specialisms, we advocate for greater recognition of and support for pedagogical communities, and encourage all research stakeholders to engage with these communities to enable long-term, sustainable change.

Phonological precision for word recognition in skilled readers.

According to the lexical quality hypothesis, differences in the orthographic, semantic, and phonological representations of words will affect individual reading performance. While several studies have focused on orthographic precision and semantic coherence, few have considered phonological precision. The present study used a suite of individual difference measures to assess which components of lexical quality contributed to competition resolution in a masked priming experiment. The experiment measured form priming for word and pseudoword targets with dense and sparse neighbourhoods in 84 university students. Individual difference measures of language and cognitive skills were also collected and a principal component analysis was used to group these data into components. The data showed that phonological precision and NHD interacted with form priming. In participants with high phonological precision, the direction of priming for word targets with sparse neighbourhoods was facilitatory, while the direction for those with dense neighbourhoods was inhibitory. In contrast, people with low phonological precision showed the opposite pattern, but the interaction was non-significant. These results suggest that the component of phonological precision is linked to lexical competition for word recognition and that access to the mental lexicon during reading is affected by differing levels of phonological processing.

Does Diffusion Magnetic Resonance Imaging (DWI) has Role in Irradiated Laryngeal Carcinoma?

DWI involves acquisition of signal of movement of water proton in cellular spaces of body (Brownian motion). It includes qualitative method either restricted or facilitated and quantitive method which is apparent diffusion coefficient value(ADC) which is related to proportion of extracellular and intracellular components of the tissue., ADC is calculated with use of at least two b value more accurate using more DWI with different b value,ADC levels is low in increased tissue cellularity, as malignancy., ADC levels is high in non-tumoral tissue alterations such as direct endoscopy oedema, radiotherapy necrosis are expected to have minimal cellularity. ADC is most accurate in the detection of malignancy versus tissue edema or radionecrosis the aim of study to assess value of ADC as regarding measuring sensitivity and specificity and accuracy to differentiate tumor recurrence from radionecrosis. This study includes 36 patients who were suspected patients of tumor recurrence after radiotherapy; it is a prospective randomized comparative clinical trial. The patients were assessed using direct laryngoscopic examination under general anaesthesia and biopsy, and diffusion weighted image on the neck (b0 and b1000), ADC map and ADC value measured al lesion and normal tissues and compared with pathology results. ADC value (mean 0.93 ± 0.30 X 10-3 mm2/s) in patients had recurrent carcinoma was significantly lower (P < .0001) than the mean ADC of normal tissue in the same patients (1.26 ± 0.134) while mean ADC of tumour recurrence (P < .0001) was lower than mean ADC value of radio necrosis (1.63 ± 0.21 × 10-3 mm2/s). MRI ADC value is a sensitive and non-invasive method in detection of a recurrent laryngeal lesion from radionecrosis.

Do dyslexia and stuttering share a processing deficit?

This study assessed the prevalence of childhood stuttering in adults with dyslexia (AWD) and the prevalence of dyslexia in adults who stutter (AWS). In addition, the linguistic profiles of 50 AWD, 30 AWS and 84 neurotypical adults were measured. We found that 17 out of 50 AWD (34 %) reported stuttering during childhood compared to 1 % of the neurotypical population. This was moderated by the severity of dyslexia: People with mild dyslexia showed a lower prevalence rate (15 %) of childhood stuttering than those with severe dyslexia (47 %). In addition, we observed that 50 % of the AWS (n = 30) fulfilled the diagnostic criteria of dyslexia, even though they had never been diagnosed as dyslexic. Compared to neurotypical adults, phonological working memory, awareness, and retrieval were similarly reduced in AWS and AWD. The findings supports the view that stuttering and dyslexia may share a phonological deficit.

Two words as one: A multi-naming investigation of the age-of-acquisition effect in compound-word processing.

Previous research has shown that early-acquired words are produced faster than late-acquired words. Juhasz and colleagues (Juhasz, Lai & Woodcock, Behavior Research Methods, 47 (4), 1004-1019, 2015; Juhasz, The Quarterly Journal of Experimental Psychology, 1-10, 2018) argue that the Age-of-Acquisition (AoA) loci for complex words, specifically compound words, are found at the lexical/semantic level. In the current study, two experiments were conducted to evaluate this claim and investigate the influence of AoA in reading compound words aloud. In Experiment 1, 48 participants completed a word naming task. Using general linear mixed modelling, we found that the age at which the compound word was learned significantly affected the naming latencies beyond the other psycholinguistic properties measured. The second experiment required 48 participants to name the compound word when the two morphemes were presented with a space in-between (combinatorial naming, e.g. air plane). We found that the age at which the compound word was learned, as well as the AoA of the individual morphemes that formed the compound word, significantly influenced combinatorial naming latency. These findings are discussed in relation to theories of the AoA in language processing.

Ontogeny vs. phylogeny in primate/canid comparisons: A meta-analysis of the object choice task.

The Object Choice Task (OCT) is a widely used paradigm with which researchers measure the ability of a subject to comprehend deictic (directional) cues, such as pointing gestures and eye gaze. There is a widespread belief that nonhuman primates evince only a weak capacity to use deictic cues; in contrast, domestic dogs (Canis lupus familiaris) tend to demonstrate high success rates. This pattern of canid superiority has been taken to support the Domestication Hypothesis, which posits enhancing effects of artificial selection on the sociocognitive abilities of dogs and humans. Here we review nearly two decades of published findings, using variants of the OCT. We find systematic confounds with species classification in task-relevant preparation of the subjects, in the imposition of a barrier between reward and subject, and in the specific deictic cues used to indicate the location of hidden objects. Thus, the widespread belief that dogs outperform primates on OCTs is undermined by the systematic procedural differences in the assessments of these skills, differences that are confounded with taxonomic classification.

Correction: The perceptual saliency of fearful eyes and smiles: A signal detection study.

[This corrects the article DOI: 10.1371/journal.pone.0173199.].

The perceptual saliency of fearful eyes and smiles: A signal detection study.

Facial features differ in the amount of expressive information they convey. Specifically, eyes are argued to be essential for fear recognition, while smiles are crucial for recognising happy expressions. In three experiments, we tested whether expression modulates the perceptual saliency of diagnostic facial features and whether the feature's saliency depends on the face configuration. Participants were presented with masked facial features or noise at perceptual conscious threshold. The task was to indicate whether eyes (experiments 1-3A) or a mouth (experiment 3B) was present. The expression of the face and its configuration (i.e. spatial arrangement of the features) were manipulated. Experiment 1 compared fearful with neutral expressions, experiments 2 and 3 compared fearful versus happy expressions. The detection accuracy data was analysed using Signal Detection Theory (SDT), to examine the effects of expression and configuration on perceptual precision (d') and response bias (c), separately. Across all three experiments, fearful eyes were detected better (higher d') than neutral and happy eyes. Eyes were more precisely detected than mouths, whereas smiles were detected better than fearful mouths. The configuration of the features had no consistent effects across the experiments on the ability to detect expressive features. But facial configuration affected consistently the response bias. Participants used a more liberal criterion for detecting the eyes in canonical configuration and fearful expression. Finally, the power in low spatial frequency of a feature predicted its discriminability index. The results suggest that expressive features are perceptually more salient with a higher d' due to changes at the low-level visual properties, with emotions and configuration affecting perception through top-down processes, as reflected by the response bias.