Eleven strategies for making reproducible research and open science training the norm at research institutions.

Reproducible research and open science practices have the potential to accelerate scientific progress by allowing others to reuse research outputs, and by promoting rigorous research that is more likely to yield trustworthy results. However, these practices are uncommon in many fields, so there is a clear need for training that helps and encourages researchers to integrate reproducible research and open science practices into their daily work. Here, we outline eleven strategies for making training in these practices the norm at research institutions. The strategies, which emerged from a virtual brainstorming event organized in collaboration with the German Reproducibility Network, are concentrated in three areas: (i) adapting research assessment criteria and program requirements; (ii) training; (iii) building communities. We provide a brief overview of each strategy, offer tips for implementation, and provide links to resources. We also highlight the importance of allocating resources and monitoring impact. Our goal is to encourage researchers - in their roles as scientists, supervisors, mentors, instructors, and members of curriculum, hiring or evaluation committees - to think creatively about the many ways they can promote reproducible research and open science practices in their institutions.

Need for Cognition is associated with a preference for higher task load in effort discounting.

When individuals set goals, they consider the subjective value (SV) of the anticipated reward and the required effort, a trade-off that is of great interest to psychological research. One approach to quantify the SVs of levels of difficulty of a cognitive task is the Cognitive Effort Discounting Paradigm by Westbrook and colleagues (2013). However, it fails to acknowledge the highly individual nature of effort, as it assumes a unidirectional, inverse relationship between task load and SVs. Therefore, it cannot map differences in effort perception that arise from traits like Need for Cognition, since individuals who enjoy effortful cognitive activities likely do not prefer the easiest level. We replicated the analysis of Westbrook and colleagues with an adapted version, the Cognitive and Affective Discounting (CAD) Paradigm. It quantifies SVs without assuming that the easiest level is preferred, thereby enabling the assessment of SVs for tasks without objective order of task load. Results show that many of the 116 participants preferred a more or the most difficult level. Variance in SVs was best explained by a declining logistic contrast of the [Formula: see text]-back levels and by the accuracy of responses, while reaction time as a predictor was highly volatile depending on the preprocessing pipeline. Participants with higher Need for Cognition scores perceived higher [Formula: see text]-back levels as less effortful and found them less aversive. Effects of Need for Cognition on SVs in lower levels did not reach significance, as group differences only emerged in higher levels. The CAD Paradigm appears to be well suited for assessing and analysing task preferences independent of the supposed objective task difficulty.Protocol registrationThe stage 1 protocol for this Registered Report was accepted in principle on August 19, 2022. The protocol, as accepted by the journal, can be found at: https://doi.org/10.17605/OSF.IO/CPXTH .

Estimating individual subjective values of emotion regulation strategies.

Individuals have a repertoire of emotion regulation (ER) strategies at their disposal, which they can use more or less flexibly. In ER flexibility research, strategies that facilitate goal achievement are considered adaptive and therefore are subjectively valuable. Individuals are motivated to reduce their emotional arousal effectively and to avoid cognitive effort. Perceived costs of ER strategies in the form of effort, however, are highly subjective. Subjective values (SVs) should therefore represent a trade-off between effectiveness and subjectively required cognitive effort. However, SVs of ER strategies have not been determined so far. We present a new paradigm for quantifying individual SVs of ER strategies by offering monetary values for ER strategies in an iterative process. N = 120 participants first conducted an ER paradigm with the strategies distraction, distancing, and suppression. Afterwards, individual SVs were determined using the new CAD paradigm. SVs significantly predicted later choice for an ER strategy (χ2 (4, n = 119) = 115.40, p < 0.001, BF10 = 1.62 × 1021). Further, SVs were associated with Corrugator activity (t (5, 618.96) = 2.09, p = 0.037, f2 = 0.001), subjective effort (t (5, 618.96) = - 13.98, p < 0.001, f2 = 0.035), and self-reported utility (t (5, 618.96) = 29.49, p < 0.001, f2 = 0.155). SVs were further associated with self-control (t (97.97) = 2.04, p = 0.044, f2 = 0.002), but not with flexible ER. With our paradigm, we were able to determine subjective values. The trait character of the values will be discussed. PROTOCOL REGISTRATION: The stage 1 protocol for this Registered Report was accepted in principle on July 19, 2022. The protocol, as accepted by the journal, can be found at: https://doi.org/10.17605/OSF.IO/FN9BT .

Need for cognition and burnout in teachers - A replication and extension study.

Burnout has become more prevalent, mainly in social jobs, and there is evidence that certain personality traits protect against burnout. Only recently, studies have focused on investment traits like Need for Cognition (NFC), the stable intrinsic motivation to seek out and enjoy effortful cognitive activities. This study had three aims: First, the replication of findings by Grass et al. (2018), who investigated NFC and the burnout subscale reduced personal efficacy in student teachers, in a sample of 180 teachers. Second, investigating the role of perceived demands and resources in the context of NFC and burnout. And finally, creating an exploratory model for further research. The results indicated that unlike the student sample, the teachers' association of NFC and reduced personal efficacy was mediated by self-control but not reappraisal. Teachers with higher NFC and self-control also had lower burnout because they experienced their resources as fitting to the demands.

EEG microstate analysis of emotion regulation reveals no sequential processing of valence and emotional arousal.

In electroencephalography (EEG), microstates are distributions of activity across the scalp that persist for several tens of milliseconds before changing into a different pattern. Microstate analysis is a way of utilizing EEG as both temporal and spatial imaging tool, but has rarely been applied to task-based data. This study aimed to conceptually replicate microstate findings of valence and emotional arousal processing and investigate the effects of emotion regulation on microstates, using data of an EEG paradigm with 107 healthy adults who actively viewed emotional pictures, cognitively detached from them, or suppressed facial reactions. Within the first 600 ms after stimulus onset only the comparison of viewing positive and negative pictures yielded significant results, caused by different electrodes depending on the microstate. Since the microstates associated with more and less emotionally arousing pictures did not differ, sequential processing could not be replicated. When extending the analysis to 2000 ms after stimulus onset, differences were exclusive to the comparison of viewing and detaching from negative pictures. Intriguingly, we observed the novel phenomenon of a microstate difference that could not be attributed to single electrodes. This suggests that microstate analysis can detect differences beyond those detected by event-related potential analysis.

Effort beats effectiveness in emotion regulation choice: Differences between suppression and distancing in subjective and physiological measures.

Emotion regulation (ER) can be implemented by different strategies which differ in their capacity to alter emotional responding. What all strategies have in common is that cognitive control must be exercised in order to implement them. The aim of the present preregistered study was to investigate whether the two ER strategies, expressive suppression and distancing, require different amounts of cognitive effort and whether effort is associated with personality traits. Effort was assessed subjectively via ratings and objectively via pupillometry and heart period. In two studies, N = 110 and N = 52 healthy adults conducted an ER paradigm. Participants used suppression and distancing during inspection of positive and negative pictures. They also had the choice to reapply either of the strategies at the end of the paradigm. Although distancing was more effective in downregulation of subjective arousal (Study 1: p < .001, ηp2  = .20; Study 2: p < .001, ηp2  = .207), about two thirds reapplied suppression, because it was perceived as less effortful. Effort was rated significantly lower for suppression compared to distancing (Study 1: p = .042, ηp2  = .04; Study 2: p = .002, ηp2  = .13). However, differences in effort were not reflected in pupillary data or heart period. Broad and narrow personality traits were neither associated with the preferred strategy nor with subjective or physiological effort measures. Findings suggest that people tend to use the ER strategy that is perceived as less effortful, even though it might not be the most effective strategy.