Equivalent user experience and improved community augmented meta-analyses knowledge for a new version of a Plain Language Summary guideline.

Plain Language Summaries (PLS) offer a promising solution to make meta-analytic psychological research more accessible for non-experts and laypeople. However, existing writing guidelines for this type of publication are seldom grounded in empirical studies. To address this and to test two versions of a new PLS guideline, we investigated the impact of PLSs of psychological meta-analyses on laypeoples' PLS-related knowledge and their user experience (accessibility, understanding, empowerment). In a preregistered online-study, N = 2,041 German-speaking participants read two PLSs. We varied the inclusion of a disclaimer on PLS authorship, a statement on the causality of effects, additional information on community augmented meta-analyses (CAMA) and the PLS guideline version. Results partially confirmed our preregistered hypotheses: Participants answered knowledge items on CAMA more correctly when a PLS contained additional information on CAMA, and there were no user experience differences between the old and the new guideline versions. Unexpectedly, a priori hypotheses regarding improved knowledge via the use of a disclaimer and a causality statement were not confirmed. Reasons for this, as well as general aspects related to science communication via PLSs aimed at educating laypeople, are discussed.

Indicators of trustworthiness in lay-friendly research summaries: Scientificness surpasses easiness.

Lay readers' trust in scientific texts can be shaped by perceived text easiness and scientificness. The two effects seem vital in a time of rapid science information sharing, yet have so far only been examined separately. A preregistered online study was conducted to assess them jointly, to probe for author and text trustworthiness overlap, and to investigate interindividual influences on the effects. N = 1467 lay readers read four short research summaries, with easiness and scientificness (high vs low) being experimentally varied. A more scientific writing style led to higher perceived author and text trustworthiness. Higher personal justification belief, lower justification by multiple-sources belief, and lower need for cognitive closure attenuated the influence of scientificness on trustworthiness. However, text easiness showed no influence on trustworthiness and no interaction with text scientificness. Implications for future studies and suggestions for enhancing the perceived trustworthiness of research summaries are discussed.

Plain language summaries: A systematic review of theory, guidelines and empirical research.

Plain language summaries (PLSs) have been introduced to communicate research in an understandable way to a nonexpert audience. Guidelines for writing PLSs have been developed and empirical research on PLSs has been conducted, but terminology and research approaches in this comparatively young field vary considerably. This prompted us to review the current state of the art of the theoretical and empirical literature on PLSs. The two main objectives of this review were to develop a conceptual framework for PLS theory, and to synthesize empirical evidence on PLS criteria. We began by searching Web of Science, PubMed, PsycInfo and PSYNDEX (last search 07/2021). In our review, we included empirical investigations of PLSs, reports on PLS development, PLS guidelines, and theoretical articles referring to PLSs. A conceptual framework was developed through content analysis. Empirical studies investigating effects of PLS criteria on defined outcomes were narratively synthesized. We identified 7,714 records, of which 90 articles met the inclusion criteria. All articles were used to develop a conceptual framework for PLSs which comprises 12 categories: six of PLS aims and six of PLS characteristics. Thirty-three articles empirically investigated effects of PLSs on several outcomes, but study designs were too heterogeneous to identify definite criteria for high-quality PLSs. Few studies identified effects of various criteria on accessibility, understanding, knowledge, communication of research, and empowerment. We did not find empirical evidence to support most of the criteria we identified in the PLS writing guidelines. We conclude that although considerable work on establishing and investigating PLSs is available, empirical evidence on criteria for high-quality PLSs remains scarce. The conceptual framework developed in this review may provide a valuable starting point for future guideline developers and PLS researchers.

Will COVID-19-related economic worries superimpose health worries, reducing nonpharmaceutical intervention acceptance in Germany? A prospective pre-registered study.

Nonpharmaceutical interventions (NPI) such as stay-at-home orders aim at curbing the spread of the novel coronavirus, SARS-COV-2. In March 2020, a large proportion of the German population supported such interventions. In this article, we analyse whether the support for NPI dwindle with economic worries superimposing virus-related worries in the months to follow. We test seven pre-registered1 hypotheses using data from the German COSMO survey (Betsch, Wieler, Habersaat, et al. 2020), which regularly monitors behavioural and psychological factors related to the pandemic. The present article covers the period from March 24, 2020 to July 7, 2020 (Ntotal  = 13,094), and, in addition, includes a validation study providing evidence for the reliability and validity of the corresponding COSMO measures (N = 612). Results revealed that virus-related worries decreased over time, whereas economic worries remained largely constant. Moreover, the acceptance of NPIs considerably decreased over time. Virus-related worries were positively associated with acceptance of NPIs, whereas this relationship was negative regarding economic worries (albeit smaller and less consistent). Unexpectedly, no interactions between virus-related worries and economic worries were found. We conclude that individual differences in virus-related and economic threat perceptions related to COVID-19 play an important role in the acceptance of NPIs.

Person- and Situation-Specific Factors in Discounting Science via Scientific Impotence Excuses.

Munro (2010, https://doi.org/10.1111/j.1559-1816.2010.00588.x) found that individuals, when confronted with belief-disconfirming scientific evidence, resist this information by concluding that the topic at hand is not amenable to scientific investigation-a scientific impotence excuse. We strived to replicate this finding and to extend this work by analyzing other factors that might lead to scientific impotence excuses. As a person-specific factor, we analyzed the role of epistemic beliefs, and as a situational factor, we focused on the contradictoriness of the evidence at hand. Three sets of hypotheses were preregistered. In an experimental 2 × 3 online study drawing on a general population sample of N = 901 participants, we first assessed our participants' prior beliefs on the effects of acupuncture versus massaging (pro acupuncture vs. no opinion). One experimental group then read fictitious empirical evidence claiming superiority of acupuncture, another group read evidence speaking against acupuncture, and a third group read conflicting evidence (i.e., a mix of pro- and contra-findings). Scientific impotence excuses were measured by a newly developed questionnaire. Our first hypothesis, which suggested that participants believing in the superiority of acupuncture would make stronger scientific impotence excuses when confronted with belief-disconfirming findings, was confirmed. A second hypothesis suggested that scientific impotence excuses would be stronger when individuals were confronted with evidence exhibiting a "nature" that contradicts their topic-specific epistemic beliefs. This hypothesis was partially supported. A third hypothesis suggested that individuals confronted with conflicting evidence would make stronger scientific impotence excuses, and this was again confirmed. Implications for theory and practice are discussed.

How to Put It Plainly? Findings From Two Randomized Controlled Studies on Writing Plain Language Summaries for Psychological Meta-Analyses.

Plain language summaries (PLS) aim to communicate research findings to laypersons in an easily understandable manner. Despite the societal relevance of making psychological research findings available to the public, our empirical knowledge on how to write PLS of psychology studies is still scarce. In this article, we present two experimental studies investigating six characteristics of PLS for psychological meta-analyses. We specifically focused on approaches for (1) handling technical terms, (2) communicating the quality of evidence by explaining the methodological approach of meta-analyses, (3) explaining how synthesized studies operationalized their research questions, (4) handling statistical terms, (5) structuring PLS, and (6) explaining complex meta-analytic designs. To develop empirically validated guidelines on writing PLS, two randomized controlled studies including large samples stratified for education status, age, and gender (N Study1=2,288 and N Study2=2,211) were conducted. Eight PLS of meta-analyses from different areas of psychology were investigated as study materials. Main outcome variables were user experience (i.e., perceived accessibility, perceived understanding, and perceived empowerment) and knowledge acquisition, as well as understanding and knowledge of the quality of evidence. Overall, our hypotheses were partially confirmed, with our results underlining, among other things, the importance of explaining or replacing content-related technical terms (i.e., theoretical concepts) and indicating the detrimental effects of providing too many details on statistical concepts on user experience. Drawing on these and further findings, we derive five empirically well-founded rules on the lay-friendly communication of meta-analytic research findings in psychology. Implications for PLS authors and future research on PLS are discussed.

Disentangling the process of epistemic change: The role of epistemic volition.

BACKGROUND: Many interventions on epistemic beliefs (i.e., individual beliefs about knowledge and knowing) are based on Bendixen and Rule's Integrative Model for Personal Epistemology Development. Empirically, however, the model is still insufficiently validated. This is especially true for its epistemic volition component - a will or desire to actively change one's beliefs. AIMS: To experimentally scrutinize the role of epistemic volition, we investigated (incremental) effects on epistemic change of an epistemic volition intervention. SAMPLE: 412 psychology students enrolled at German universities completed the study. METHODS: We employed a randomized pre-post design with three experimental groups that differed in the administered epistemic volition and resolvable controversies interventions. The purpose of the latter was to initiate an epistemic change process, thereby laying the foundation for the epistemic volition intervention. Both data collection and interventions were conducted online. In addition to self-report measures, we applied a complementary source evaluation task to analyse epistemic change. RESULTS: Even though we found small- to medium-sized changes in epistemic beliefs, these changes did not differ between experimental conditions. Exploratory analyses suggested, however, that source evaluation task performance might have been promoted by the epistemic volition intervention and that - across experimental groups - manipulation check measures on both interventions interacted positively. CONCLUSION: Ultimately, we failed to separate the effects that our epistemic volition intervention had on epistemic change from these of the resolvable controversies intervention. Nonetheless, our study makes some strong contributions to - and interconnects - the growing bodies of research on epistemic change and multiple source use.

Scientific abstracts and plain language summaries in psychology: A comparison based on readability indices.

Findings from psychological research are usually difficult to interpret for non-experts. Yet, non-experts resort to psychological findings to inform their decisions (e.g., whether to seek a psychotherapeutic treatment or not). Thus, the communication of psychological research to non-expert audiences has received increasing attention over the last years. Plain language summaries (PLS) are abstracts of peer-reviewed journal articles that aim to explain the rationale, methods, findings, and interpretation of a scientific study to non-expert audiences using non-technical language. Unlike media articles or other forms of accessible research summaries, PLS are usually written by the authors of the respective journal article, ensuring that research content is accurately reproduced. In this study, we compared the readability of PLS and corresponding scientific abstracts in a sample of 103 journal articles from two psychological peer-reviewed journals. To assess readability, we calculated four readability indices that quantify text characteristics related to reading comprehension (e.g., word difficulty, sentence length). Analyses of variance revealed that PLS were easier to read than scientific abstracts. This effect emerged in both included journals and across all readability indices. There was only little evidence that this effect differed in magnitude between the included journals. In sum, this study shows that PLS may be an effective instrument for communicating psychological research to non-expert audiences. We discuss future research avenues to increase the quality of PLS and strengthen their role in science communication.

Mechanisms of Epistemic Change-Under Which Circumstances Does Diverging Information Support Epistemic Development?

Background: The number of studies on how to foster change toward advanced epistemic beliefs (i.e., beliefs about the nature of knowledge and knowing) is continuously growing because these beliefs are an important predictor of learning outcomes. In past intervention studies, presenting diverging information (e.g., descriptions of studies yielding contradictory results) reliably led to epistemic change. However, prior research insufficiently examined which aspects of diverging information affect these changes. Aims: We investigated (1) if epistemic change differs depending on the (un)resolvability of contradictory information, (2) to what extent explicitly reflecting on diverging information supports epistemic change and (3) how topic-specific diverging information affects topic-and domain-specific epistemic beliefs. All confirmatory hypotheses were preregistered at OSF. Additionally, several exploratory analyses were conducted. Method: To examine the research questions, we employed a simple randomized pre-post design with four experimental groups. N = 185 psychology students participated in the study. Experimental groups differed in the kind of diverging information included: Students either read (1) information on students applying learning strategies (control), (2) unresolvable, or (3a) resolvable controversial information on gender stereotyping. In the latter condition (3b), an additional group of participants deliberately resolved apparent contradictions in a writing task. Results: Confirmatory latent change analyses revealed no significant group differences in epistemic change (i.e., beliefs in the control group also changed toward advanced epistemic beliefs). Using a different methodological approach, subsequent exploratory analyses nevertheless showed that presenting diverging information on gender stereotypes produced stronger topic-specific epistemic change and change in justification beliefs in the treatment groups in contrast to the control group. However, effects in the treatment groups did not differ significantly depending on the resolvability of presented controversies or for the group which was instructed explicitly to integrate controversial findings. Conclusion: Contrary to our expectations, diverging information seems to foster epistemic change toward advanced beliefs regardless of the resolvability of presented information, while no final conclusion concerning effects of reflection could be drawn. Moreover, our findings indicate that effects of topic-specific interventions are more pronounced on topic-specific measures. However, this relationship may vary depending on the epistemic belief dimension (e.g., justification beliefs) under investigation.

Evaluation of model fit in nonlinear multilevel structural equation modeling.

Evaluating model fit in nonlinear multilevel structural equation models (MSEM) presents a challenge as no adequate test statistic is available. Nevertheless, using a product indicator approach a likelihood ratio test for linear models is provided which may also be useful for nonlinear MSEM. The main problem with nonlinear models is that product variables are non-normally distributed. Although robust test statistics have been developed for linear SEM to ensure valid results under the condition of non-normality, they have not yet been investigated for nonlinear MSEM. In a Monte Carlo study, the performance of the robust likelihood ratio test was investigated for models with single-level latent interaction effects using the unconstrained product indicator approach. As overall model fit evaluation has a potential limitation in detecting the lack of fit at a single level even for linear models, level-specific model fit evaluation was also investigated using partially saturated models. Four population models were considered: a model with interaction effects at both levels, an interaction effect at the within-group level, an interaction effect at the between-group level, and a model with no interaction effects at both levels. For these models the number of groups, predictor correlation, and model misspecification was varied. The results indicate that the robust test statistic performed sufficiently well. Advantages of level-specific model fit evaluation for the detection of model misfit are demonstrated.