In an anonymous 4-person economic game, participants contributed more money to a common project (i.e., cooperated) when required to decide quickly than when forced to delay their decision (Rand, Greene & Nowak, 2012), a pattern consistent with the social heuristics hypothesis proposed by Rand and colleagues. The results of studies using time pressure have been mixed, with some replication attempts observing similar patterns (e.g., and others observing null effects (e.g., Tinghög et al., 2013;Verkoeijen & Bouwmeester, 2014). This Registered Replication Report (RRR) assessed the size and variability of the effect of time pressure on cooperative decisions by combining 21 separate, preregistered replications of the critical conditions from Study 7 of the original article (Rand et al., 2012). The primary planned analysis used data from all participants who were randomly assigned to conditions and who met the protocol inclusion criteria (an intent-to-treat approach that included the 65.9% of participants in the time-pressure condition and 7.5% in the forced-delay condition who did not adhere to the time constraints), and we observed a difference in contributions of −0.37 percentage points compared with an 8.6 percentage point difference calculated from the original data. Analyzing the data as the original article did, including data only for participants who complied with the time constraints, the RRR observed a 10.37 percentage point difference in contributions compared with a 15.31 percentage point difference in the original study. In combination, the results of the intent-to-treat analysis and the compliant-only analysis are consistent with the presence of selection biases and the absence of a causal effect of time pressure on cooperation.

Recently, researchers claimed that people are intuitively inclined to cooperate with reflection causing them to behave selfishly. Empirical support for this claim came from experiments using a 4-player public goods game with a marginal return of 0.5 showing that people contributed more money to a common project when they had to decide quickly (i.e., a decision based on intuition) than when they were instructed to reflect and decide slowly. This intuitive-cooperation effect is of high scientific and practical importance because it argues against a central assumption of traditional economic and evolutionary models. The first experiment of present study was set up to examine the generality of the intuitive-cooperation effect and to further validate the experimental task producing the effect. In Experiment 1, we investigated Amazon Mechanical Turk (AMT) workers' contributions to a 4-player public goods game with a marginal return of 0.5 while we manipulated the knowledge about the other players' contribution to the public goods game (contribution known vs. contribution unknown), the identity of the other players (humans vs. computers randomly generating contributions) and the time constraint (time pressure/intuition vs. forced delay/reflection). However, the results of Experiment 1 failed to reveal an intuitive-cooperation effect. Furthermore, four subsequent direct replications attempts with AMT workers (Experiments 2a, 2b, 2c and Experiment 3, which was conducted with naïve/inexperienced participants) also failed to demonstrate intuitive-cooperation effects. Taken together, the results of the present study could not corroborate the idea that people are intuitively cooperative, hence suggesting that the theoretical relationship between intuition and cooperation should be further scrutinized.

Many argue that there is a reproducibility crisis in psychology. We investigated nine well-known effects from the cognitive psychology literature-three each from the domains of perception/action, memory, and language, respectively-and found that they are highly reproducible. Not only can they be reproduced in online environments, but they also can be reproduced with nonnaïve participants with no reduction of effect size. Apparently, some cognitive tasks are so constraining that they encapsulate behavior from external influences, such as testing situation and prior recent experience with the experiment to yield highly robust effects.

The research method of collecting free essays and utilising correspondence analysis to represent conceptual items and groups of participants seems promising as long as a theoretical framework is available to interpret the resulting representation of similarities between items and groups of participants.

No abstract

Background This study investigates the usefulness of the nonparametric monotone homogeneity model for evaluating and constructing Health-Related Quality-of-Life Scales consisting of polytomous items, and compares it to the often-used parametric graded response model. Methods The nonparametric monotone homogeneity model is a general model of which all known parametric models for polytomous items are special cases. Merits, drawbacks, and possibilities of nonparametric and parametric models and available software are discussed. Particular attention is given to the monotone homogeneity model (also known as the Mokken model), and the oftenused parametric graded response model. Results Data from the WHOQOL-Bref were analyzed using both the monotone homogeneity model and the graded response model. The monotone homogeneity model analysis yielded unidimensional scales for each content domain. Scalability coefficients further showed that some items have limited scalability with respect to the other items in the same scale. The parametric IRT analyses lead to the rejection of some of the items. ConclusionsThe nonparametric monotone homogeneity model is highly suited for data analysis in a health-related quality-of-life context, and the parametric graded response model may add interesting features to measurement provided the model fits the data well.

Children's estimation patterns on a number line estimation task may provide information about the mental representation of the magnitude of numbers. Siegler and his colleagues concluded that children's mental representations shift from a logarithmic-ruler representation to a linear-ruler representation. However, there are important methodological issues with respect to their number-line studies that threaten the validity of the conclusions. We discuss these methodological issues and propose an alternative method to analyze estimation data. One hundred nineteen children from kindergarten, first, and second grade performed a number-line estimation task in which they had to estimate the position of 30 numbers on a 0-to-100 number line. The results supported the hypothesis that children show various kinds of estimation patterns. Five classes of children were distinguished, which were characterized by different estimation patterns. A remarkable result was that the logarithmic-ruler representation was not found. Although young children were more likely to show overestimation of small numbers than older children, this developmental trend was small and not significant.Most people are unaware of how many times they actually estimate in everyday life. We estimate at what time we have to leave home in order to catch the bus, we estimate whether we have enough cash to pay for our groceries, we estimate the amount of salt we add to our meal to make it tasty yet not too salty. For these and many other examples estimation is used because accurate estimates are sufficient for many purposes and because people often lack the knowledge, time, means, or motivation needed to calculate precise values (Siegler & Booth, 2005). However, estimation in everyday life is a very complex process because to be of practical use it may require knowledge of the problem context, knowledge of measurement units like time, distance, quantity (Siegler & Booth, 2004) and a good awareness of the boundaries of an estimate.Despite the fact that people often use estimation in their day-to-day routine, estimation hasuntil recently-not explicitly been taught in elementary school. However, this may not be problematic, because various studies have demonstrated that estimation performance is related to general arithmetic skills, which do receive a lot of attention in elementary school instruction.

No abstract