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重新校准效应大小的预期:ABCD 研究中效应大小的多方法调查。

Recalibrating expectations about effect size: A multi-method survey of effect sizes in the ABCD study.

机构信息

Department of Psychiatry, University of Vermont, Burlington, VT, United States of America.

Psychology Department, University of Georgia, Athens, GA, United States of America.

出版信息

PLoS One. 2021 Sep 23;16(9):e0257535. doi: 10.1371/journal.pone.0257535. eCollection 2021.

Abstract

Effect sizes are commonly interpreted using heuristics established by Cohen (e.g., small: r = .1, medium r = .3, large r = .5), despite mounting evidence that these guidelines are mis-calibrated to the effects typically found in psychological research. This study's aims were to 1) describe the distribution of effect sizes across multiple instruments, 2) consider factors qualifying the effect size distribution, and 3) identify examples as benchmarks for various effect sizes. For aim one, effect size distributions were illustrated from a large, diverse sample of 9/10-year-old children. This was done by conducting Pearson's correlations among 161 variables representing constructs from all questionnaires and tasks from the Adolescent Brain and Cognitive Development Study® baseline data. To achieve aim two, factors qualifying this distribution were tested by comparing the distributions of effect size among various modifications of the aim one analyses. These modified analytic strategies included comparisons of effect size distributions for different types of variables, for analyses using statistical thresholds, and for analyses using several covariate strategies. In aim one analyses, the median in-sample effect size was .03, and values at the first and third quartiles were .01 and .07. In aim two analyses, effects were smaller for associations across instruments, content domains, and reporters, as well as when covarying for sociodemographic factors. Effect sizes were larger when thresholding for statistical significance. In analyses intended to mimic conditions used in "real-world" analysis of ABCD data, the median in-sample effect size was .05, and values at the first and third quartiles were .03 and .09. To achieve aim three, examples for varying effect sizes are reported from the ABCD dataset as benchmarks for future work in the dataset. In summary, this report finds that empirically determined effect sizes from a notably large dataset are smaller than would be expected based on existing heuristics.

摘要

效应大小通常使用科恩(Cohen)建立的启发式方法进行解释(例如,小:r =.1,中:r =.3,大:r =.5),尽管越来越多的证据表明,这些准则与心理学研究中通常发现的效果不符。本研究的目的是:1)描述多个工具的效应大小分布;2)考虑影响效应大小分布的因素;3)确定各种效应大小的基准示例。为了实现目的 1,通过对来自青少年大脑与认知发展研究(Adolescent Brain and Cognitive Development Study®)基线数据的 161 个变量进行皮尔逊相关分析,展示了来自大型、多样化的 9/10 岁儿童样本的效应大小分布。这些变量代表了来自所有问卷和任务的结构。为了实现目的 2,通过比较目的 1 分析中各种修改的效应大小分布,测试了影响这一分布的因素。这些修改后的分析策略包括比较不同类型变量的效应大小分布、使用统计阈值的分析以及使用几种协变量策略的分析。在目的 1 的分析中,中位数样本内效应大小为.03,四分位数第一和第三分别为.01 和.07。在目的 2 的分析中,跨工具、内容领域和报告者的关联效应较小,同时协变量为社会人口因素时效应也较小。当进行统计显著性阈值分析时,效应较大。在旨在模仿“现实世界”中分析 ABCD 数据的条件的分析中,中位数样本内效应大小为.05,四分位数第一和第三分别为.03 和.09。为了实现目的 3,从 ABCD 数据集中报告了不同效应大小的示例,作为未来在该数据集中工作的基准。总之,本报告发现,从一个显著大型数据集得出的经验确定的效应大小比基于现有启发式方法所预期的要小。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3162/8460025/a66b3773ef75/pone.0257535.g001.jpg

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