Challenging the N-Heuristic: Effect size, not sample size, predicts the replicability of psychological science.


Journal

PloS one
ISSN: 1932-6203
Titre abrégé: PLoS One
Pays: United States
ID NLM: 101285081

Informations de publication

Date de publication:
2024
Historique:
received: 27 12 2023
accepted: 25 06 2024
medline: 23 8 2024
pubmed: 23 8 2024
entrez: 23 8 2024
Statut: epublish

Résumé

Large sample size (N) is seen as a key criterion in judging the replicability of psychological research, a phenomenon we refer to as the N-Heuristic. This heuristic has led to the incentivization of fast, online, non-behavioral studies-to the potential detriment of psychological science. While large N should in principle increase statistical power and thus the replicability of effects, in practice it may not. Large-N studies may have other attributes that undercut their power or validity. Consolidating data from all systematic, large-scale attempts at replication (N = 307 original-replication study pairs), we find that the original study's sample size did not predict its likelihood of being replicated (rs = -0.02, p = 0.741), even with study design and research area controlled. By contrast, effect size emerged as a substantial predictor (rs = 0.21, p < 0.001), which held regardless of the study's sample size. N may be a poor predictor of replicability because studies with larger N investigated smaller effects (rs = -0.49, p < 0.001). Contrary to these results, a survey of 215 professional psychologists, presenting them with a comprehensive list of methodological criteria, found sample size to be rated as the most important criterion in judging a study's replicability. Our findings strike a cautionary note with respect to the prioritization of large N in judging the replicability of psychological science.

Identifiants

pubmed: 39178270
doi: 10.1371/journal.pone.0306911
pii: PONE-D-23-42260
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

e0306911

Informations de copyright

Copyright: © 2024 Li et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Déclaration de conflit d'intérêts

The authors have declared that no competing interests exist.

Auteurs

Xingyu Li (X)

Graduate School of Education, Stanford University, Stanford, California, United States of America.

Jiting Liu (J)

School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen, Shenzhen, China.

Weijia Gao (W)

Teachers College, Columbia University, New York, New York, United States of America.

Geoffrey L Cohen (GL)

Department of Psychology, Stanford University, Stanford, California, United States of America.

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