Evidence for publication bias in video game violence effects literature: A meta-analytic review

Violence in video games has come under increasing research attention over the past decade. Researchers in this area have suggested that violent video games may cause aggressive behavior among players. However, the state of the extant literature has not yet been examined for publication bias. The current meta-analysis is designed to correct for this oversight. Results indicated that publication bias does exist for experimental studies of aggressive behavior, as well as for non-experimental studies of aggressive behavior and aggressive thoughts. Research in other areas, including prosocial behavior and experimental studies of aggressive thoughts were less susceptible to publication bias. Moderator effects results also suggested that studies employing less standardized and reliable measures of aggression tended to produce larger effect sizes. Suggestions for future violent video game studies are provided.     

A Bayesian approach to mitigation of publication bias

The reliability of published research findings in psychology has been a topic of rising concern. Publication bias, or treating positive findings differently from negative findings, is a contributing factor to this “crisis of confidence,” in that it likely inflates the number of false-positive effects in the literature. We demonstrate a Bayesian model averaging approach that takes into account the possibility of publication bias and allows for a better estimate of true underlying effect size. Accounting for the possibility of bias leads to a more conservative interpretation of published studies as well as meta-analyses. We provide mathematical details of the method and examples.     

Methods of coping with social desirability bias: A review

Social desirability is one of the most common sources of bias affecting the validity of experimental and survey research findings. From a self-presentational perspective, social desirability can be regarded as the resultant of two separate factors: self-deception and other-deception. Two main modes of coping with social desirability bias are distinguished. The first mode comprises two methods aimed at the detection and measurement of social desirability bias: the use of social desirability scales, and the rating of item desirability. A second category comprises seven methods to prevent or reduce social desirability bias, including the use of forced-choice items, the randomized response technique, the bogus pipeline, self-administration of the questionnaire, the selection of interviewers, and the use of proxy subjects. Not one method was found to excel completely and under all conditions in coping with both other-deceptive and self-deceptive social desirability bias. A combination of prevention and detection methods offers the best choice available.     

Near-death experience: A review from pastoral psychology

Published interpretations of near-death experience from the vantage of pastoral psychology are virtually nonexistent. Subjective reports from survivors and investigative contributions from other disciplines are scattered and diverse. A comparison of twenty-one near-death experience transcendence accounts with the available literature may not only offer direction for further systematic inquiry but also contribute to our pastoral understanding of life and death.He is a candidate for the S.T.D. in pastoral psychology at San Francisco Theological Seminary, San Anselmo, California, and a Fellow in the American Association of Pastoral Counselors.The author gratefully acknowledges the help of his brother, Michael B. Sabom. M.D., of the Emory University Medical School, Atlanta. Georgia, in the preparation of this article, it is to his continuing pastoral work with NDE survivors that this article is dedicated.     

A cooperative approach to the internship in school psychology

The internship program in school psychology in Ohio involves the close and continuing cooperation of the Ohio Department of Education, Ohio Inter-University Council on School Psychology, and field supervisors employed by local school districts. The roles of each are briefly discussed.     

心理学视角下的道德损伤

道德损伤是指个体实施、未能阻止、目睹或听闻违背自身深层的道德信念和期望的行为,对心理、生理、精神、行为和社会的持久影响。道德损伤作为一个跨学科概念,自2009年Litz从心理学角度对其重新做出界定以来,在心理学、伦理学、精神病学、社会学等领域引起了广泛关注。目前研究者已经编制出多个多维度量表来对道德损伤的事件或症状进行测量,运用认知行为疗法、认知加工疗法和针对道德损伤研发的适当暴露疗法等措施来进行干预。未来的研究可以继续深入探究道德损伤的发生发展机制,确立道德损伤的诊断标准,推广道德损伤的适用范围,丰富道德损伤的内涵,从而拓展道德损伤研究的广度和深度。     

Evaluation of publication bias in response interruption and redirection: A meta-analysis

Publication bias is the disproportionate representation of studies with large effects and statistically significant findings in the published research literature. If publication bias occurs in single-case research design studies on applied behavior-analytic (ABA) interventions, it can result in inflated estimates of ABA intervention effects. We conducted an empirical evaluation of publication bias on an evidence-based ABA intervention for children diagnosed with autism spectrum disorder, response interruption and redirection (RIRD). We determined effect size estimates for published and unpublished studies using 3 metrics, percentage of nonoverlapping data (PND), Hedges' g, and log response ratios (LRR). Omnibus effect size estimates across all 3 metrics were positive, supporting that RIRD is an effective treatment for reducing problem behavior maintained by nonsocial consequences. We observed larger PND for published compared to unpublished studies, small and nonsignificant differences in LRR for published compared to unpublished studies, and significant differences in Hedges' g for published compared to unpublished studies, with published studies showing slightly larger effect. We found little, if any, difference in methodological quality between published and unpublished studies. While RIRD appears to be an effective intervention for challenging behavior maintained by nonsocial consequences, our results reflect some degree of publication bias present in the RIRD research literature.     

Too good to be true: Publication bias in two prominent studies from experimental psychology

Empirical replication has long been considered the final arbiter of phenomena in science, but replication is undermined when there is evidence for publication bias. Evidence for publication bias in a set of experiments can be found when the observed number of rejections of the null hypothesis exceeds the expected number of rejections. Application of this test reveals evidence of publication bias in two prominent investigations from experimental psychology that have purported to reveal evidence of extrasensory perception and to indicate severe limitations of the scientific method. The presence of publication bias suggests that those investigations cannot be taken as proper scientific studies of such phenomena, because critical data are not available to the field. Publication bias could partly be avoided if experimental psychologists started using Bayesian data analysis techniques.     

Instructional programs for psychology: A review and analysis

This paper presents 10 general observations about current software for instruction in psychology and examines selected examples employing four instructional techniques for computer-assisted instruction. We find that although the number of programs employing experimental or data-oriented approaches to psychology as a primary vehicle of instruction is increasing, tutorial drill and practice programs and gaming are not well represented.     

The use of the effect size in JCR Spanish journals of psychology: from theory to fact

In 1999, Wilkinson and the Task Force on Statistical Inference published "Statistical Methods and Psychology: Guidelines and Explanation." The authors made several recommendations about how to improve the quality of Psychology research papers. One of these was to report some effect-size index in the results of the research. In 2001, the fifth edition of the Publication Manual of the American Psychological Association included this recommendation. In Spain, in 2003, scientific journals like Psicothema or the International Journal of Clinical and Health Psychology (IJCHP) published editorials and papers expressing the need to calculate the effect size in the research papers. The aim of this study is to determine whether the papers published from 2003 to 2008 in the four Spanish journals indexed in the Journal Citation Reports have reported some effect-size index of their results. The findings indicate that, in general, the followup of the norm has been scanty, though the evolution over the analyzed period is different depending on the journal.     

Evaluating mediation and moderation effects in school psychology: A presentation of methods and review of current practice

Third variable effects elucidate the relation between two other variables, and can describe why they are related or under what conditions they are related. This article demonstrates methods to analyze two third-variable effects: moderation and mediation. The utility of examining moderation and mediation effects in school psychology is described and current use of the analyses in applied school psychology research is reviewed and evaluated. Proper statistical methods to test the effects are presented, and different effect size measures for the models are provided. Extensions of the basic moderator and mediator models are also described.     

A general linear model for estimating effect size in the presence of publication bias

When the process of publication favors studies with smallp-values, and hence large effect estimates, combined estimates from many studies may be biased. This paper describes a model for estimation of effect size when there is selection based on one-tailedp-values. The model employs the method of maximum likelihood in the context of a mixed (fixed and random) effects general linear model for effect sizes. It offers a test for the presence of publication bias, and corrected estimates of the parameters of the linear model for effect magnitude. The model is illustrated using a well-known data set on the benefits of psychotherapy.Authors' note: The contributions of the authors are considered equal, and the order of authorship was chosen to be reverse-alphabetical.     

A responsibility model for the practice of professional school psychology: Psychoeducational therapy

This paper discusses from first-hand experience the need for, and development of, a program of psychoeducational therapy within a school system. Conditions in the schools that support and influence the therapy, as well as therapy characteristics, are considered in some detail. Reasons are delineated that make this a responsibility model of school psychology practice. The therapy program is part of a larger supporting thrust in intervention, features of which are briefly referred to.     

The psychology of social dilemmas: A review

Broadly defined, social dilemmas involve a conflict between immediate self-interest and longer-term collective interests. These are challenging situations because acting in one’s immediate self-interest is tempting to everyone involved, even though everybody benefits from acting in the longer-term collective interest. As such, greater knowledge of social dilemmas should help us understand not only the theoretical puzzles of why people cooperate (or not) but also the ways in which cooperation in groups and organizations can be maintained or promoted. This article reviews different types of social dilemmas, highlights recent developments in the field (especially within psychology), and suggests some new avenues for future research. We illustrate that the field of social dilemma is growing and flourishing in terms of theory, interdisciplinary collaboration, and applicability, producing insights that are novel, replicable, and applicable to many social situations where short-term self-interest is at odds with the long-term interests of teams, organizations, or nations.