![]() Such is the case with memory, which is ordinarily considered cognitive at large. ![]() Distinctions we make on some topics in psychology may be arbitrary and capricious. On the other hand, although specific areas of psychology vary in their respective production of false positives, the net result is the credibility crisis that befalls the whole discipline. The import of the opening quotations to this section is that, on the one hand, psychology in general, like other social sciences, uniquely deals in human phenomena that necessarily evolve an epistemological gap between replications and validity of its findings. The two statistical alternatives typically offered up for consideration, namely, the frequentist “new statistics” (e.g., ) and Bayesian statistics (e.g., ), actually belong in one tradition within psychology (see ) as elaborated below. Solutions surrounding the adoption of the “new statistics” including advocacy for different replication efforts have been tailored narrowly to address the ubiquity of NHST and its impacts on psychological research (see ). Notwithstanding, the solutions that have been adopted to deal with these crises have tended to focus only on one of them, almost as if there is just one such tradition in practice. As such, psychology probably is unique in effectively having more than one research tradition. According to Smith and Little, there are pockets of use of this approach in cognitive psychology as well (see ). Almost blanket because some areas of psychology, particularly behavioral psychology, had a wholly different approach to data analyses and evaluation. In psychology, the much proclaimed replication failures may have been, in part, a byproduct of the first, in that QRPs naturally flowed out of the almost blanket adoption of NHST as a primary means of analyzing and evaluating data (see ). It appears the pervasive adoption of inferential statistics in the form of null hypothesis statistical testing (NHST) is a contributing factor (see ) even as the second of these crises manifests to varying degrees across disciplines (e.g.,, see ). There is wide acknowledgement of a twin crisis in psychology and beyond (e.g.,, see ), namely, widespread questionable research practices (QRPs) and failures to replicate or reproduce important findings in psychology such as in precognition and priming. In all, the overall credibility of psychological science at the moment may be in serious trouble.” Then, the remaining 66–1%, respectively, would be unconfirmed genuine discoveries. “It is possible that different psychological science subfields have different priors and different biases, so it would not be surprising if the proportion of unchallenged fallacies varies considerably across subfields (e.g., from 30 to 95%). An additional factor operative in social sciences is the subjects’ beliefs and information available to them, which dilutes the concept of objective truth and exacerbates the epistemological divergence between reproducibility and validity of scientific results.” “…a reproducible finding may not necessarily be true however, a finding that fails reproduction or replication under identical conditions is most likely false. They are testament to the reliability of reproducible effects as the hallmark of empirical findings in science and suggest an alternative approach to commonly proffered solutions to the replication crisis. In light of the ongoing replication crisis in psychology, the results are remarkable and noteworthy, validating these historically important psychological findings. These results amount to replications under uncontrolled classroom environments of the classic experiments originally conducted largely outside of null hypothesis statistical testing frameworks. Students tended to remember 7 ± 2 digits, remembered more digits of π following an attached meaningful story, and remembered more words after elaborative rehearsal than after maintenance rehearsal. Various classroom demonstrations were conducted over multiple semesters in introductory psychology courses with typical, mostly freshman students from a predominantly white private Catholic university in the US Midwest based on classic memory experiments on immediate memory span, chunking, and depth of processing. That methodological legacy warranted a retrospective look at nonexperimental data to explore the generality of the reported effects. In fact, many classic memory studies that have passed the test of replicability used them. Many of the methodological solutions offered in response have focused largely on statistical alternatives to null hypothesis statistical testing, ignoring nonstatistical remedies that are readily available within psychology namely, use of small- N designs. Mainstream psychology is experiencing a crisis of confidence.
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