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3. The Explosion of Knowledge, References, and Citations: Psychology's Unique Response to a Crisis.

Author

Adair, John G. and Vohra, Neharika

Abstract

Examines the knowledge explosion's affect on researchers' writing, referencing, and citing. Counts of references within empirical journal articles in sociology, physics, biology, and experimental and social psychology reveal effects of the knowledge explosion in all disciplines, particularly within psychology. Results illustrate how substantial changes in the numbers of references and citations and in their format and use within research articles are psychology's unique response to the knowledge explosion. (SM)

Published
2003

4. The Placebo Control Group: An Analysis of Its Effectiveness in Educational Research.

Author

Adair, John G.

Abstract

A review and meta-analysis were made of placebo control groups in educational experiments. In all, 125 studies were clustered into procedures that included (1) explicit manipulation of attentional elements; (2) explicit description of the placebo activity plus implied reference to attention; and (3) exclusive reference to the activity. (SLD)

Published
1990

7. The explosion of knowledge, references, and citations: psychology's unique response to a crisis

Author

Adair, John G. and Vohra, Neharika

Subjects
Psychological research -- Information management, Information storage and retrieval -- Methods, Citation indexes -- Usage, Company systems management, Psychology and mental health
Abstract

The knowledge explosion has created enormous difficulties for researchers to be aware of, access, and process the volume of new literature. Electronic literature retrieval systems and specialization on narrow topics have been strategies used to cope with these problems. In this study, the authors examined the additional effects of the knowledge explosion on researchers' writing, referencing, and citing. Counts of references within sampled empirical journal articles in sociology, physics, biology, and experimental and social psychology revealed impacts of the knowledge explosion in all disciplines but the greatest effects within psychology. Detailed analyses indicated that substantial changes in the numbers of references and citations and in their format and use within the research article are psychology's unique response to the knowledge explosion.

Published
2003

11. Indigenization and development of the discipline

Author

Adair, John G., Pandey, Janak, Begum, Hamida Akhtar, Puhan, Biranchi N., and Vohra, Neharika

Subjects
India -- Research, Bangladesh -- Research, Psychologists -- Surveys, Psychology -- International aspects, Psychology and mental health
Abstract

Research conducted on psychologists in India and Bangladesh to investigate the dynamics of discipline development, and the factors that mediate psychological research, shows that difference in attitude regulates the development of the discipline within the society. Cooperation can provide the intellectual climate necessary for the progress of the discipline. The main concerns of the psychologists are lack of intellectual climate and resources, and a preference to publish views in foreign journals.

Published
1995

13. Kennith Lucien Dion (1944-2004)

Author

Earn, Brian and Adair, John G.

Subjects
Dion, Kennith Lucien, Psychologists -- Biography, Social psychology, Psychology and mental health
Published
2005

14. Reversibility of the hindsight bias: manipulation of experimental demands

Author

Sharpe, Donald and Adair, John G.

Subjects
Prejudices -- Research, Psychology, Experimental -- Research, Business, Business, general, Human resources and labor relations, Psychology and mental health
Abstract

Research has shown that hindsight biases can be eliminated by offering alternative interpretations on outcome feedback. Hindsight biases occur when ratings from a pre-outcome feedback situation differ from those after the revelation of the feedback. Hindsight biases can be eliminated by orienting raters to alternative interpretations on the outcome feedback such as the 'never-knew-that' effect.

Published
1993

18. Hawthorne Control Procedures in Educational Experiments: A Reconsideration of Their Use and Effectiveness.

Author

Adair, John G.

Abstract

A meta-analysis was conducted on 44 educational studies that used either a (labelled) Hawthorne control group, a manipulation of Hawthorne effects, or a group designed to control for the Hawthorne effect. The sample included published journal articles, ERIC documents or unpublished papers, and dissertations. The studies were coded on 20 variables, including the Hawthorne concern, Hawthorne control procedure, treatment controls, and sampling procedures. Each dependent measure was also coded on its outcome type. In most studies, the Hawthorne group was matched with the experimental group on a variable which reflected the Hawthorne concern: (1) an activity was performed to equate subjects with the experimental group's time, effort, interest, or novelty; (2) subjects were made aware that they were in an experiment; or (3) special attention was provided. Effect sizes were calculated for each treatment and for each Hawthorne group in comparison with the no-treatment control group, and for the treatment group in comparison with the Hawthorne group. Results in all but four cases were found to be nonsignificant, suggesting a database of generally poor quality. These preliminary results were consistent with previous reports of confusion surrounding artifact control. (GDC)

Published
1987

19. Placebo Control Practices in Educational and Psychotherapy Research.

Author

Adair, John G. and Sharpe, Donald

Abstract

The Hawthorne and placebo effects in educational experiments were examined over a 20-year period, as reported in the ERIC, Dissertation Abstracts International, and Psych Info data bases. The literature searches identified 325 studies in education employing the relevant control procedures, and each study was coded for the type of placebo procedure, its estimated phenomenological impact, the rationale and label for the control group, and whether the procedure's placebo-like qualities were identified/documented. In addition, studies were classified by: (1) educational research topic area; (2) subject age and type; (3) number and nature of treatments; (4) presence and type of no-treatment controls; (5) subject sampling procedures; (6) experimenter characteristics and assignment; and (7) use of blind experimenters or other controls for bias. In most studies, irrelevant or substitute activity was used as the placebo control. In others, the placebo procedure closely resembled treatment, but with no element of treatment administered. In some of these studies, a substantive element of the treatment procedure was included in the placebo procedure. Other studies used minimal contact as the placebo. The rationale, if stated, for use and design of placebo was usually to guard against Hawthorne effects or to compensate for differential concerns, usually attention, activity, novelty, or interaction. The design of placebo groups showed subjects' hypothesis awareness and expectancies were not a major focus of the reviewed research. (MGD)

Published
1986

20. Placebo, Hawthorne, and Other Artifact Controls: Researchers' Opinions and Practices.

Author

Adair, John G.

Abstract

Mail surveys of 133 educational researchers were analyzed to determine practices concerning specially treated control groups. Although some consistency in practice was found, surveys revealed confusion among researchers over the definition of and relationship between both sources of artifact and placebo, Hawthorne, and attention-placebo controls. (TJH)

Published
1989

21. Hawthorne Control Procedures in Educational Experiments: A Reconsideration of Their Use and Effectiveness.

Author

Adair, John G.

Abstract

A descriptive analysis of research practices and a meta-analysis of control group effect sizes are used to address Hawthorne effects in educational experiments. The analysis of 86 studies and 256 treatment/Hawthorne/no-treatment control group effect size comparisons indicate that artifact controls have limited utility in dealing with the Hawthorne effect. (TJH)

Published
1989

22. Social Artifact Research and Ethical Regulations: Their Impact on the Teaching of Experimental Methods.

Author

Adair, John G.

Abstract

An analysis of research methods textbooks in psychology showed that little coverage is given to control issues in research, such as experimenter expectancies and subject bias. However, space and attention given to research ethics has increased considerably. This is probably due to imposition of controls from the government and the profession. (CS)

Published
1983

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