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Flashcards: Function of a Paragraph
This passage is adapted from Adam K. Fetterman and Kai Sassenberg, “The Reputational Consequences of Failed Replications and Wrongness Admission among Scientists", first published in December 2015 by PLOS ONE.
We like to think of science as a purely rational. However, scientists are human and often identify with their work. Therefore, it should not be controversial to suggest that emotions are involved in replication discussions. Adding to this inherently emotionally volatile situation, the recent increase in the use of social media and blogs by scientists has allowed for instantaneous, unfiltered, and at times emotion-based commentary on research. Certainly social media has the potential to lead to many positive outcomes in science–among others, to create a more open science. To some, however, it seems as if this ease of communication is also leading to the public tar and feathering of scientists. Whether these assertions are true is up for debate, but we assume they are a part of many scientists’ subjective reality. Indeed, when failed replications are discussed in the same paragraphs as questionable research practices, or even fraud, it is hard to separate the science from the scientist. Questionable research practices and fraud are not about the science; they are about the scientist. We believe that these considerations are at least part of the reason that we find the overestimation effect that we do, here.
Even so, the current data suggests that while many are worried about how a failed replication would affect their reputation, it is probably not as bad as they think. Of course, the current data cannot provide evidence that there are no negative effects; just that the negative impact is overestimated. That said, everyone wants to be seen as competent and honest, but failed replications are a part of science. In fact, they are how science moves forward!
While we imply that these effects may be exacerbated by social media, the data cannot directly speak to this. However, anyone of a number of cognitive biases may add support to this assumption and explain our findings. For example, it may be that a type of availability bias or pluralistic ignorance of which the more vocal and critical voices are leading individuals to judge current opinions as more negative than reality. As a result, it is easy to conflate discussions about direct replications with “witch- hunts” and overestimate the impact on one’s own reputation. Whatever the source may be, it is worth looking at the potential negative impact of social media in scientific conversations.
If the desire is to move science forward, scientists need to be able to acknowledge when they are wrong. Theories come and go, and scientists learn from their mistakes (if they can even be called “mistakes”). This is the point of science. However, holding on to faulty ideas flies in the face of the scientific method. Even so, it often seems as if scientists have a hard time admitting wrongness. This seems doubly true when someone else fails to replicate a scientist’s findings. Even so, it often seems as if scientists have a hard time admitting wrongness. This seems doubly true when someone else fails to replicate a scientist’s findings. In some cases, this may be the proper response. Just as often, though, it is not. In most cases, admitting wrongness will have relatively fewer ill effects on one’s reputation than not admitting and it may be better for reputation. It could also be that wrongness admission repairs damage to reputation.
It may seem strange that others consider it less likely that questionable research practices, for example, were used when a scientist admits that they were wrong. However, it does make sense from the standpoint that wrongness admission seems to indicate honesty. Therefore, if one is honest in one domain, they are likely honest in other domains. Moreover, the refusal to admit might indicate to others that the original scientist is trying to cover something up. The lack of significance of most of the interactions in our study suggests that it even seems as if scientists might already realize this. Therefore, we can generally suggest that scientists admit they are wrong, but only when the evidence suggests they should.
The chart below maps how scientists view others' work (left) and how they suspect others will view their own work (right) if the researcher (the scientist or another, depending on the focus) admitted to engaging in questionable research practices.
Adapted from Fetterman & Sassenberg, "The Reputational Consequences of Failed Replications and Wrongness Admission among Scientists." December 9, 2015, PLOS One.
The last paragraph serves mainly to
explain the place of this research within the discussion of the greater scientific method.
concede an exception to the rule discussed elsewhere in the passage.
suggest avenues for future research.
All PSAT Critical Reading Resources
For many students, the PSAT is a chance to test-drive the SAT. It is an opportunity to exercise those skills that are necessary for a high score - to determine where you can improve before you take the real SAT, as well as where you currently excel.
Some high school students approach the PSAT like a practice test. After all, it is a fantastic tool for focusing your studies and prep appropriately. However, unlike other practice exams that may not demand your full attention, the PSAT is also your ticket to a National Merit Scholarship. A National Merit Scholarship can provide you with money for college, as well as resume prestige. Do not discount the PSAT just because it might seem like a practice test.
The PSAT Critical Reading exam, for instance, is one section where thorough prep is especially valuable. The ability to read with intention is a skill that you will need to master now, for the PSAT, and later, for the ACT and SAT, your college and high school courses, and your future career. The energy you invest in developing your critical reading skills will serve you well in many regards.
This portion of the PSAT, and the PSAT as a whole, will change in the fall of 2015 to better reflect the Revised SAT. The Critical Reading section will consist of 47 questions, for which you will be given 60 minutes. You will be asked to read four stand-alone passages, as well as a pair of selections. Each passage will be several hundred words in length. You might see selections that discuss topics in history, science, or social science, or you might receive a literature excerpt. No matter the content, your task is to extract meaningful information and draw conclusions. This might mean identifying a vocabulary word based on its context, or evaluating which statements support the main idea. Can you draw conclusions from and make inferences based on written material? Are you a critical reader?
The problem, of course, is that it is not easy to become a great critical reader. You simply cannot turn into an accomplished literary critic overnight. Instead, you have to develop your critical reading skills slowly, over time. This is more akin to becoming a champion basketball player than it is to memorizing facts.
The best way to prepare for the PSAT Critical Reading exam is to challenge yourself now. You will want to spend time seeking out and reading material that you might not encounter otherwise. If you work with tutors, you can take what you read and discuss the material together. You will be forced to synthesize the content and deliver it in your own words, thus encouraging your understanding. With these techniques, your PSAT Critical Reading score can reach its maximum potential, and you will be well on your way to ultimate success on the SAT and ACT!
