Despite the increasing popularity of Bayesian inference in empirical research, few practical guidelines provide detailed recommendations for how to apply Bayesian procedures and interpret the results. Here we offer specific guidelines for four different stages of Bayesian statistical reasoning in a research setting: planning the analysis, executing the analysis, interpreting the results, and reporting the results. The guidelines for each stage are illustrated with a running example. Although the guidelines are geared towards analyses performed with the open-source statistical software JASP, most guidelines extend to Bayesian inference in general.

Despite the increasing popularity of Bayesian inference in empirical research, few practical guidelines provide detailed recommendations for how to apply Bayesian procedures and interpret the results. Here we offer specific guidelines for four different stages of Bayesian statistical reasoning in a research setting: planning the analysis, executing the analysis, interpreting the results, and reporting the results. The guidelines for each stage are illustrated with a running example. Although the guidelines are geared toward analyses performed with the open-source statistical software JASP, most guidelines extend to Bayesian inference in general.

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Network models have become a valuable tool in making sense of a diverse range of social, biological, and information systems. These models marry graph and probability theory to visualize, understand, and interpret variables and their relations as nodes and edges in a graph. Many applications of network models rely on undirected graphs in which the absence of an edge between two nodes encodes conditional independence between the corresponding variables. To gauge the importance of nodes in such a network, various node centrality measures have become widely used, especially in psychology and neuroscience. It is intuitive to interpret nodes with high centrality measures as being important in a causal sense. Using the causal framework based on directed acyclic graphs (DAGs), we show that the relation between causal influence and node centrality measures is not straightforward. In particular, the correlation between causal influence and several node centrality measures is weak, except for eigenvector centrality. Our results provide a cautionary tale: if the underlying real-world system can be modeled as a DAG, but researchers interpret nodes with high centrality as causally important, then this may result in sub-optimal interventions.

In this guide, we present a reading list to serve as a concise introduction to Bayesian data analysis. The introduction is geared toward reviewers, editors, and interested researchers who are new to Bayesian statistics. We provide commentary for eight recommended sources, which together cover the theoretical and practical cornerstones of Bayesian statistics in psychology and related sciences. The resources are presented in an incremental order, starting with theoretical foundations and moving on to applied issues. In addition, we outline an additional 32 articles and books that can be consulted to gain background knowledge about various theoretical specifics and Bayesian approaches to frequently used models. Our goal is to offer researchers a starting point for understanding the core tenets of Bayesian analysis, while requiring a low level of time commitment. After consulting our guide, the reader should understand how and why Bayesian methods work, and feel able to evaluate their use in the behavioral and social sciences.

Analysis of variance (ANOVA) is the standard procedure for statistical inference in factorial designs. Typically, ANOVAs are executed using frequentist statistics, where p-values determine statistical significance in an all-or-none fashion. In recent years, the Bayesian approach to statistics is increasingly viewed as a legitimate alternative to the p-value. However, the broad adoption of Bayesian statistics –and Bayesian ANOVA in particular– is frustrated by the fact that Bayesian concepts are rarely taught in applied statistics courses. Consequently, practitioners may be unsure how to conduct a Bayesian ANOVA and interpret the results. Herewe provide a guide for executing and interpreting a Bayesian ANOVA with JASP, an open-source statistical software program with a graphical user interface. We explain the key concepts of the Bayesian ANOVA using twoempirical examples.

Network models have become a valuable tool in making sense of a diverse range of social, biological, and information systems. These models marry graph and probability theory to visualize, understand, and interpret variables and their relations as nodes and edges in a graph. Many applications of network models rely on undirected graphs in which the absence of an edge between two nodes encodes conditional independence between the corresponding variables. To gauge the importance of nodes in such a network, various node centrality measures have become widely used, especially in psychology and neuroscience. It is intuitive to interpret nodes with high centrality measures as being important in a causal sense. Here, using the causal framework based on directed acyclic graphs (DAGs), we show that the relation between causal influence and node centrality measures is not straightforward. In particular, the correlation between causal influence and several node centrality measures is weak, except for eigenvector centrality. Our results provide a cautionary tale: if the underlying real-world system can be modeled as a DAG, but researchers interpret nodes with high centrality as causally important, then this may result in sub-optimal interventions.

Psychometric modeling has become a frequently used statistical tool in research on scientific reasoning. We review psychometric modeling practices in this field, including model choice, model testing, and researchers' inferences based on their psychometric practices. A review of 11 empirical research studies reveals that the predominant psychometric approach is Rasch modeling with a focus on itemfit statistics, applied in a way strongly similar to practices in national and international large-scale educational assessment programs. This approach is common in the educational assessment community and rooted in subtle philosophical views on measurement. However, we find that based on this approach, researchers tend to draw interpretations that are not within the inferential domain of this specific approach, and not in accordance with the related practices and inferential purposes. In some of the reviewed articles, researchers put emphasis on item infit statistics for dimensionality assessment. Item infit statistics, however, cannot be regarded as a valid indicator of the dimensionality of scientific reasoning. Using simulations as illustration, we argue that this practice is limited in delivering psychological insights; in fact, various recent inferences about the structure, cognitive basis, and correlates of scientific reasoning might be unwarranted. In order to harness its full potential, we make suggestions towards adjusting psychometric modeling practices to the psychological and educational questions at hand.