ABSTRACT
Since 2013, the usage of preprints as a means of sharing research in biology has rapidly grown, in particular via the preprint server bioRxiv. Recent studies have found that journal articles that were previously posted to bioRxiv received a higher number of citations or mentions/shares on other online platforms compared to articles in the same journals that were not posted. However, the exact causal mechanism for this effect has not been established, and may in part be related to authors' biases in the selection of articles that are chosen to be posted as preprints. We aimed to investigate this mechanism by conducting a mixed-methods survey of 1,444 authors of bioRxiv preprints, to investigate the reasons that they post or do not post certain articles as preprints, and to make comparisons between articles they choose to post and not post as preprints. We find that authors are most strongly motivated to post preprints to increase awareness of their work and increase the speed of its dissemination; conversely, the strongest reasons for not posting preprints centre around a lack of awareness of preprints and reluctance to publicly post work that has not undergone a peer review process. We additionally find evidence that authors do not consider quality, novelty or significance when posting or not posting research as preprints, however, authors retain an expectation that articles they post as preprints will receive more citations or be shared more widely online than articles not posted.
Subject(s)
Motivation , Peer Review , Selection BiasABSTRACT
The Surprise Exam Paradox is well-known: a teacher announces that there will be a surprise exam the following week; the students argue by an intuitively sound reasoning that this is impossible; and yet they can be surprised by the teacher. We suggest that a solution can be found scattered in the literature, in part anticipated by Wright and Sudbury, informally developed by Sorensen, and more recently discussed, and dismissed, by Williamson. In a nutshell, the solution consists in realising that the teacher's announcement is a blindspot that can only be known if the week is at least 2 days long. Along the way, we criticise Williamson's own treatment of the paradox. In Williamson's view, the Surprise is similar to the Paradox of the Glimpse and, because of their similarities, both these paradoxes ought to receive a uniform treatment-one that involves locating an illicit application of the KK Principle. We argue that there's no deep analogy between the Surprise and the Glimpse and that, even if there were, the Surprise reasoning reaches a paradoxical conclusion before the KK Principle is used. Rather, in both the Surprise and the Glimpse, the blame should be put on other epistemic principles-respectively, a knowledge retention and a margin for error principle.
