Remarkably reproducible psychological (memory) phenomena in the classroom: some evidence for generality from small-N research.

BACKGROUND: Mainstream psychology is experiencing a crisis of confidence. 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. In fact, many classic memory studies that have passed the test of replicability used them. That methodological legacy warranted a retrospective look at nonexperimental data to explore the generality of the reported effects. METHOD: 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. RESULTS: 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. These results amount to replications under uncontrolled classroom environments of the classic experiments originally conducted largely outside of null hypothesis statistical testing frameworks. CONCLUSIONS: In light of the ongoing replication crisis in psychology, the results are remarkable and noteworthy, validating these historically important psychological findings. 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.

Historically recontextualizing Sidman's Tactics: How behavior analysis avoided psychology's methodological Ouroboros.

Psychology is undergoing major cultural changes methodologically, with efforts to redefine how psychologists analyze and report their data. Davidson (2018) argued that psychology's methodological crises stem from mechanical objectivity involving the adoption of an analytic tool as source of dependable knowledge. This has led to institutionalization, and eventually uncritical ritualistic use, such as happened with null hypothesis statistical testing. Davidson invoked the mythological symbol of the Ouroboros to represent the endless churning of statistical fads. Sidman (1960), in his Tactics of Scientific Research provided a shield from these problems in terms of the premium he placed on the experience, expertise, judgement, and decision-making of the scientist, that appear to be absent in psychology's ritualized processes.

Test order effects in simultaneous protocols.

Simultaneous protocols typically yield poorer stimulus equivalence outcomes than do other protocols commonly used in equivalence research. Two independent groups of three 3-member equivalence sets of stimuli were used in conditional discrimination procedures in two conditions, one using the standard simultaneous protocol and the other using a hybrid simultaneous training and simple-to-complex testing. Participants completed the two conditions in one long session in Experiment 1, but in separate sessions in Experiment 2. The same stimulus sets used in Experiment 1 were randomized for the two conditions in Experiment 2. Overall, accuracy was better with the hybrid than with the standard protocol in both experiments. The equivalence yield was also better under the hybrid than under the standard protocol in each experiment. The results suggest that the order of testing for emergent relations may account for the difficulty often encountered with the standard simultaneous protocol.

Experimental control of nodality via equal presentations of conditional discriminations in different equivalence protocols under speed and no-speed conditions.

A within-participant comparison of simple-to-complex, complex-to-simple, and simultaneous protocols was conducted establishing different sets of three 7-member equivalence classes for 4 undergraduate students. The protocols were implemented under either accuracy-only or accuracy-plus-speed conditions while keeping number of presentations of training and testing trials equal. The results partially support previous reports of differential effects on acquisition, with participants completing more blocks in training under the simultaneous than the complex-to-simple and the simple-to-complex protocols. Across the protocols, however, the number of trials completed to criterion did not vary systematically. More important, response speed and accuracy did not decrease as a function of nodal number, with or without the speed contingency, or under any protocol. The latter results challenge the generality of previous reports of the nodality effect and the notion of "relatedness" of equivalence-class members, and support a reinforcement-contingency, instead of a structural, perspective on equivalence-class formation.