Null and void? Errors in meta-analysis on perceptual disfluency and recommendations to improve meta-analytical reproducibility
Weissgerber, Brunmair and Rummer examine an earlier meta-analysis on null effects of perceptual disfluency on learning outcomes in a text-based educational context. They identify errors and inconsistencies in the coding and in the reported effect sizes, while noting that from a technical standpoint it meets current meta-analytic guidelines. They discuss transparency and open-science practice in creating and reporting meta-analyses and offer recommendations to improve them.
Weissgerber, Brunmair and Rummer examine an earlier meta-analysis on null effects of perceptual disfluency on learning outcomes in a text-based educational context. They identify errors and inconsistencies in the coding and in the reported effect sizes, while noting that from a technical standpoint it meets current meta-analytic guidelines. They discuss transparency and open-science practice in creating and reporting meta-analyses and offer recommendations to improve them.
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Weissgerber, S. C., Brunmair, M., & Rummer, R. (2021). Null and void? Errors in meta-analysis on perceptual disfluency and recommendations to improve meta-analytical reproducibility. Educational Psychology Review, 33(3), 1221-1247. doi:10.1007/s10648-020-09579-1 https://doi.org/10.1007/s10648-020-09579-1