BHS 204-01 Methods in Behavioral Sciences I

1. BHS 204-01Methods in Behavioral Sciences I June 4, 2003 Chapter 15 (Ray) Overview of the Publication Process

2. Where to Send Your Paper • This is a decision that should be made before you write the paper. • Introduction and discussion should be written for the audience of the journal. • Paper should focus on a question relevant to that journal. • “Instructions to Authors” describe the kinds of articles sought by each journal, length, content, who to send the paper to, etc. • Read the journal you are sending your article to.

3. The Review Process • A journal editor selects 3-5 experts in your field to read your paper. • Reviewers are anonymous. • “Blind” review can be requested – you must remove all identification from your draft. • The editor makes the final decision and communicates back to the authors. • Acceptance percentages are low.

4. What Happens After Acceptance • The editor and reviewers may request revisions. • If they have not requested revisions, you may not change anything about your accepted article without the editor’s permission. • A copy of the disk file and figure graphics files is frequently required. • Authors proofread the typeset manuscript. • Lag times to publication may be months-years

5. What Makes a Good Article? • See Box 15-2 – list of expected contents for each section of the article. • Focus upon one clearly communicated main idea – do not try to describe everything that was done or learned in the study. • Include results that support your arguments and claims, exclude those that do not bear upon it. • Do not exclude results unfavorable to your point

6. Are Your Findings Publishable? • Do they extend previous understandings or knowledge? • Is the question important to current theory? • Studies of gender differences, age differences, cultural differences must be related to theory. • Are the effects strong enough? • Are results consistent across measures and statistical tests?

7. Ticks and Buts • A “tick” is a claim of a specific comparative difference, such as a treatment effect observed between two means. • Ticks need to be qualified by a statement of the context in which the difference was observed. • Do not describe or claim obvious differences, just interesting ones. • A “but” relates to the context of the result and qualifies or limits it in specific ways. • Too many buts weaken an argument. Interactions are buts.

8. Language to Avoid • The result was significant at the .07 level… • The result was marginally significant (p=.07). • Although the result did not reach the conventional .05 level, it is nevertheless highly suggestive… • Because of the limited number of subjects, the result just missed the .05 level, nevertheless…

9. Interestingness • Scientific interest – does the finding have the potential to change what scientists believe? • Interest arises from surprising results on an important issue. • Wilson & Herrnstein – criminality is inherited. • Papers with too many flaws are not interesting because they will not be believed.

10. Importance • Importance is a direct function of the number of consequences for relationships between variables describing a construct. • Importance depends on connections to other important issues. • People differ on what they consider important. • It is up to the author to explain the importance of the research presented.

11. Credibility • Research claims lack credibility when: • The claim is based on poor methodology. • It contradicts a strongly held theory or world view (or common sense). • Sometimes methodological criticisms are a screen for conceptual objections. • “We are rejecting your article because we just don’t believe it.” • Address such criticism by strengthening methods.