Towards a culture of open scholarship: the role of pedagogical communities.

The UK House of Commons Science and Technology Committee has called for evidence on the roles that different stakeholders play in reproducibility and research integrity. Of central priority are proposals for improving research integrity and quality, as well as guidance and support for researchers. In response to this, we argue that there is one important component of research integrity that is often absent from discussion: the pedagogical consequences of how we teach, mentor, and supervise students through open scholarship. We justify the need to integrate open scholarship principles into research training within higher education and argue that pedagogical communities play a key role in fostering an inclusive culture of open scholarship. We illustrate these benefits by presenting the Framework for Open and Reproducible Research Training (FORRT), an international grassroots community whose goal is to provide support, resources, visibility, and advocacy for the adoption of principled, open teaching and mentoring practices, whilst generating conversations about the ethics and social impact of higher-education pedagogy. Representing a diverse group of early-career researchers and students across specialisms, we advocate for greater recognition of and support for pedagogical communities, and encourage all research stakeholders to engage with these communities to enable long-term, sustainable change.

Two words as one: A multi-naming investigation of the age-of-acquisition effect in compound-word processing.

Previous research has shown that early-acquired words are produced faster than late-acquired words. Juhasz and colleagues (Juhasz, Lai & Woodcock, Behavior Research Methods, 47 (4), 1004-1019, 2015; Juhasz, The Quarterly Journal of Experimental Psychology, 1-10, 2018) argue that the Age-of-Acquisition (AoA) loci for complex words, specifically compound words, are found at the lexical/semantic level. In the current study, two experiments were conducted to evaluate this claim and investigate the influence of AoA in reading compound words aloud. In Experiment 1, 48 participants completed a word naming task. Using general linear mixed modelling, we found that the age at which the compound word was learned significantly affected the naming latencies beyond the other psycholinguistic properties measured. The second experiment required 48 participants to name the compound word when the two morphemes were presented with a space in-between (combinatorial naming, e.g. air plane). We found that the age at which the compound word was learned, as well as the AoA of the individual morphemes that formed the compound word, significantly influenced combinatorial naming latency. These findings are discussed in relation to theories of the AoA in language processing.

Correction: The perceptual saliency of fearful eyes and smiles: A signal detection study.

[This corrects the article DOI: 10.1371/journal.pone.0173199.].

The perceptual saliency of fearful eyes and smiles: A signal detection study.

Facial features differ in the amount of expressive information they convey. Specifically, eyes are argued to be essential for fear recognition, while smiles are crucial for recognising happy expressions. In three experiments, we tested whether expression modulates the perceptual saliency of diagnostic facial features and whether the feature's saliency depends on the face configuration. Participants were presented with masked facial features or noise at perceptual conscious threshold. The task was to indicate whether eyes (experiments 1-3A) or a mouth (experiment 3B) was present. The expression of the face and its configuration (i.e. spatial arrangement of the features) were manipulated. Experiment 1 compared fearful with neutral expressions, experiments 2 and 3 compared fearful versus happy expressions. The detection accuracy data was analysed using Signal Detection Theory (SDT), to examine the effects of expression and configuration on perceptual precision (d') and response bias (c), separately. Across all three experiments, fearful eyes were detected better (higher d') than neutral and happy eyes. Eyes were more precisely detected than mouths, whereas smiles were detected better than fearful mouths. The configuration of the features had no consistent effects across the experiments on the ability to detect expressive features. But facial configuration affected consistently the response bias. Participants used a more liberal criterion for detecting the eyes in canonical configuration and fearful expression. Finally, the power in low spatial frequency of a feature predicted its discriminability index. The results suggest that expressive features are perceptually more salient with a higher d' due to changes at the low-level visual properties, with emotions and configuration affecting perception through top-down processes, as reflected by the response bias.