Suchergebnisse

In conjunction with the televised presentation of the Nat'l Citizenship Test by CBS-TV, Nov 23, 1965, a questionaire was admin'ed to a nat'l sample of HSch students. This questionaire was designed to assess the impact of the Nat'l Citizenship Test by surveying both before & after the presentation of this program, students' knowledge of (true-false questions) & att's toward (questions calling for degree of agreement or disagreement) the rights & obligations of US citizens. Consideration of present theories concerning attitude change (eg, F. Heider's 'balance theory,' L. Festinger's 'cognitive dissonance,' D. Katz's 'functional' theory) suggested that, in many cases, student's att's would be modified as a result of the information presented on this program. However previous field studies have had little success in demonstrating the occurence of attitude change. 3 matched random samples of 1,505 students were developed; Pre-group (those admin'ed the F?] one month before the program), Viewers (those admin'ed the j one week following the program who indicated they viewed the program) & Post-group (admin'ed questionaire following program but did not view the program). It was hyp'ed that the 3 samples would not differ in either knowledge items (Control Knowledge Scale) or attitude items (Control attitude Scale) re constitutional laws not discussed on the program. It was predicted that the Viewer sample would respond more accurately on the knowledge items (Exp'al Knowledge Scale) & in greater agreement with constitutional law on the attitude items (Exp'al attitude Scale) actually discussed on the program compared to the Pre-group & Post-group samples. Signif diff's occurred, as predicted, when comparing the Viewer sample with the Pre-group & Post-group samples on the Exp'al Knowledge & Exp'al attitude Scales. The Viewers demonstrated greater knowledge of & agreement with US constitutional law. Modified AA.

We conducted preregistered replications of 28 classic and contemporary published findings, with protocols that were peer reviewed in advance, to examine variation in effect magnitudes across samples and settings. Each protocol was administered to approximately half of 125 samples that comprised 15,305 participants from 36 countries and territories. Using the conventional criterion of statistical significance (p <.05), we found that 15 (54%) of the replications provided evidence of a statistically significant effect in the same direction as the original finding. With a strict significance criterion (p <.0001), 14 (50%) of the replications still provided such evidence, a reflection of the extremely highpowered design. Seven (25%) of the replications yielded effect sizes larger than the original ones, and 21 (75%) yielded effect sizes smaller than the original ones. The median comparable Cohen's ds were 0.60 for the original findings and 0.15 for the replications. The effect sizes were small (< 0.20) in 16 of the replications (57%), and 9 effects (32%) were in the direction opposite the direction of the original effect. Across settings, the Q statistic indicated significant heterogeneity in 11 (39%) of the replication effects, and most of those were among the findings with the largest overall effect sizes; only 1 effect that was near zero in the aggregate showed significant heterogeneity according to this measure. Only 1 effect had a tau value greater than.20, an indication of moderate heterogeneity. Eight others had tau values near or slightly above.10, an indication of slight heterogeneity. Moderation tests indicated that very little heterogeneity was attributable to the order in which the tasks were performed or whether the tasks were administered in lab versus online. Exploratory comparisons revealed little heterogeneity between Western, educated, industrialized, rich, and democratic (WEIRD) cultures and less WEIRD cultures (i.e., cultures with relatively high and low WEIRDness scores, respectively). Cumulatively, variability in the observed effect sizes was attributable more to the effect being studied than to the sample or setting in which it was studied.