Stop Fooling Yourself – paper by Richard Born

eNeuro has a great new paper by Richard Born (Harvard) about how to diagnose and avoid confirmation bias (Born 2024). The full text is here: https://www.eneuro.org/content/11/10/ENEURO.0415-24.2024

This paper is part of a series on Improving Your Neuroscience that I (R.C-J.) am helping to organize (Calin-Jageman 2024). You can find a list of all papers as they appear in this series here: https://www.eneuro.org/collection/improving-your-neuroscience

I strongly recommend this lovely paper – it is full of fascinating examples and references; it is the type of paper you’ll want to assign to all your incoming trainees.

References

Born, Richard T. 2024. “Stop Fooling Yourself! (Diagnosing and Treating Confirmation Bias).”eNeuro 11 (10). https://doi.org/10.1523/ENEURO.0415-24.2024.

Calin-Jageman, Robert J. 2024. “New eNeuro Series: Improving Your Neuroscience.”eNeuro 11 (3). https://doi.org/10.1523/ENEURO.0048-24.2024.

The ideal statistics curriculum?

This week I (Bob) was part of a workshop on the future of neuroscience education. I got to be part of a rockstar panel with Tari Tan (Harvard), Monica Linden (Brown), and Rosalind Segal (Harvard). The event was organized by Lique Coolen (Kent State).

Tari spoke about curricular goals for neuroscience, reviewing an SFN initiative to define core competencies for trainees at the undergraduate and graduate level. I didn’t know about this! Tari gave a great overview; it’s well worth checking out: https://www.sfn.org/careers/higher-education-and-training/core-competencies

Monica discussed the role of generative AI in the future of neuroscience education and gave lots of thoughtful examples and resources.

Rosalind discussed developing an internship program for the neuroscience *PhD* program at Harvard! Very thougtful and interesting way for grad students to explore the diverse career paths that can come out of doctoral training — but also raised lots of interesting issues (a stated goal of internships that don’t impede research seemed hard to balance; students seemed to express worries about losing faculty support if they expressed ‘wrong’ career goals… lots to think about!).

My talk was about the ideal statistics curriculum. My short answer was “There isn’t one!” — neuro is too diverse and there is not only one ‘right’ way to do statistical inference. Still, the field of neuroscience shows some evident difficulties making valid claims from data (on that note, check out Chen et al., 2024), and so at least thinking about some broad ideals for training seems like a useful exercise. I came up with these guiding principles:

  • Estimation thinking at the forefront
  • Teach using simulations — for exploration at first, but eventually for planning experiments before they are conducted
  • Quickly graduate from toy examples to real, complex data sets and projects that require critical thinking about Multiplicity and Interdependence, and teach robustness checking to help students validate their approaches.
  • Integrate Open Science throughout
  • Ensure training is not just about statistics, but about the ‘neglected factors’, including good design and measurement — strength of evidence and quality of research are about so much more than just the statistics generated, and improvements are about so much more than sample size.

My talk and some resources on each of these topics are here: https://osf.io/muy6u/wiki/Workshops%20-%20SFN%202024/

We’re collating all the resources from all the speakers; I’ll post a link when I have that.

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Chen, D. (2022). STATISTICAL PRACTICE IN PRECLINICAL NEUROSCIENCES: IMPLICATIONS FOR SUCCESSFUL TRANSLATION OF RESEARCH EVIDENCE FROM ANIMALS TO HUMANS Committee Member.
Calin-Jageman, R. J., & Cumming, G. (2019). Estimation for Better Inference in Neuroscience. Eneuro, 6(4), ENEURO.0205-19.2019. https://doi.org/10.1523/ENEURO.0205-19.2019

Fun with esci in R: The simple two-group design

esci is now available as a module in jamovi and as a package in R (JASP coming soon, hopefully). Let’s have some fun with esci in R!

We’ll start with a simple two-group design. Specifically, we’ll use data from Experiment 4 of ​(Kardas & O’Brien, 2018)​. In this study, participants watched a video explaining how to do a simple mirror-tracing task ​(Cusack, Vezenkova, Gottschalk, & Calin-Jageman, 2015)​. Participants were randomly assigned to watch the training video either 1 time or 20 times. They then predicted how they would perform on the task (0-100%) and then completed the task (0-100%). Kardas & O’Brien found that watching the training video repeatedly boosted confidence (predicted scores) but not performance.

Opening the data – R

If you haven’t installed esci yet, you can do so with:

install.packages("esci")

Once installed, we will load esci into memory and then we will store the Kardas & O’Brien data set bundled in esci, giving it the name mydata


library(esci)
mydata <- esci::data_kardas_expt_4

Analyze the data in R

We are going to analyze the effect of video Exposure on Prediction scores. We can do this with the estimate_mdiff_two command. We’ll want to store the result, so tell R to store it in a new variable called estimate.


estimate <- esci::estimate_mdiff_two(
  data = mydata,
  outcome_variable = Prediction,
  grouping_variable = Exposure,
  conf_level = 0.95,
  assume_equal_variance = TRUE
)

Note that we’ve decided to assume equal variance… but it’s probably a better default not to do this.. and it’s easy enough to change the command by setting assume_equal_variance to FALSE.

Inspect the result

What we get back in R is a list, a complex object that contains other objects. You can inspect this object in lots of different ways, but lets try listing the objects it contains:

names(estimate)
 [1] "properties"                      "es_mean_difference_properties"  
 [3] "es_mean_difference"              "es_median_difference"           
 [5] "es_median_difference_properties" "es_smd_properties"              
 [7] "es_smd"                          "es_mean_ratio"                  
 [9] "es_mean_ratio_properties"        "es_median_ratio"                
[11] "es_median_ratio_properties"      "overview"                       
[13] "raw_data"             

We can see that our results has properties, and then a bunch of different objects that start with es — that’s short for effect size. We get a mean difference, a median difference, an smd, a mean ratio, and a median ratio. Many of these have their own properties as well. Finally, we also get an overview and raw_data.

Let’s see the overview:

> estimate$overview
  outcome_variable_name grouping_variable_name grouping_variable_level     mean  mean_LL  mean_UL median
1            Prediction               Exposure                       1 56.37795 52.90820 59.84770     60
2            Prediction               Exposure                      20 67.76224 64.49236 71.03212     71
  median_LL median_UL       sd min max q1   q3   n missing  df  mean_SE median_SE
1  53.57284  66.42716 22.07273   0 100 40 71.5 127       0 268 1.762318  3.279225
2  66.12580  75.87420 17.66669   0 100 59 81.0 143       0 268 1.660803  2.486881

You can see that overview is a table — it lists each group found in the data (1x and 20x exposure) and provides basic descriptive statistics: mean with confidence interval, median with confidence interval, standard deviation, etc.

Let’s take a look at the es_mean_difference table:

> estimate$es_mean_difference
        type outcome_variable_name grouping_variable_name effect effect_size        LL
1 Comparison            Prediction               Exposure     20    67.76224 64.492358
2  Reference            Prediction               Exposure      1    56.37795 52.908204
3 Difference            Prediction               Exposure 20 ‒ 1    11.38429  6.616553
        UL       SE  df     ta_LL    ta_UL
1 71.03212 1.660803 268 65.020985 70.50349
2 59.84770 1.762318 268 53.469143 59.28676
3 16.15202 2.421576 268  7.387331 15.38124

You can see that this table gives us the mean and confidence interval of the 20x group, of the 1x group, and of the difference between them, reporting (in row 3) the contrast between the 20x and 1x group. The 1x group, in this case is the reference group — we express the effect size relative to the 1x group. The mean difference in prediction scores is 11.38 95% CI [6.6, 16.15]. We also get the standard error, degrees of freedom, and the confidence interval at two alpha (90% CI in this case). Clearly, watching the instructional video make a pretty big difference in predictions, it boosted confidence by over 10 points on a 0-100 scale in this sample! There is some uncertainty about the size of the effect, but overall, it seems clear that more video exposure leads to more confidence.

Notice that we have some other ways of expressing the effect size. For one, we can examine median differences–probably a better idea in most cases in psychology, but not widely done.

> estimate$es_median_difference
        type outcome_variable_name grouping_variable_name effect effect_size        LL       UL       SE
1 Comparison            Prediction               Exposure     20          71 66.125803 75.87420 2.486881
2  Reference            Prediction               Exposure      1          60 53.572837 66.42716 3.279225
3 Difference            Prediction               Exposure 20 ‒ 1          11  2.933636 19.06636 4.115567
      ta_LL    ta_UL
1 66.909445 75.09055
2 54.606155 65.39385
3  4.230494 17.76951

This table is setup similarly to the es_mean_difference — we again get each group and the contrast between them. There is more uncertainty here (a difference of 11 points with a 95% CI [2.9, 19.06])… the data are consistent with a large median difference but also with a fairly small median difference of just 2.9 points (and valuers near the CI boundary are not very different in their compatibility with the data). So we’d still want to be cautious about concluding there is a meaningful median difference.

Want more ways to express this? Of course! We can also thing about the ratios between the group means or medians. Here’s the ratio of medians:

> estimate$es_median_ratio
  outcome_variable_name grouping_variable_name effect effect_size       LL       UL comparison_median
1            Prediction               Exposure 20 / 1    1.183333 1.037629 1.349498                71
  reference_median
1               60

The 20x group had a median 1.18x the 1x group, but the CI is broad [1.037, 1.349].. so somewhere between a very small to very large increase in median is compatible with this data.

And, of course, psychologists remain a bit obsessed with Cohen’s d. So let’s look at the es_smd table:

> estimate$es_smd
  outcome_variable_name grouping_variable_name effect effect_size       LL        UL numerator denominator
1            Prediction               Exposure 20 ‒ 1   0.5716119 0.327274 0.8149238  11.38429    19.86031
SE df d_biased 1 0.1244027 268 0.5732178

This is a fairly large effect: d = 0.57 95% CI [0.33, 0.81] and the confidence interval is fairly narrow — we could fairly easily plan a sensitive follow-up study to help confirm and better characterize this effect.

But wait, there are lots of approaches to Cohen’s d… what is the denominator that was used and what flavor of Cohen’s d have we produced? Take a look at es_smd_properties to find out.

> estimate$es_smd_properties
$message This standardized mean difference is called d_s because the standardizer used was s_p. d_s has been corrected for bias. Correction for bias can be important when df < 50. See the rightmost column for the biased value.

Ah, so this is ds – because it used the pooled standard deviation. If we had set assume_equal_variance to FALSE we’d have obtained d_avg, which uses the average of the group standard deviations as the normalizer.

Visualizations

We don’t just want a bunch of tables… let’s see this data.

This is easy in esci, we just pass our stored result (estimate) to an appropriate plot function. In this case, we’ll use plot_mdiff to visualize a mean or median difference:

esci::plot_mdiff(
  estimate,
  effect_size = "mean"
)

and we get this beautiful figure:

Which we can then customize to our heart’s content (it’s a ggplot2 plot object).

Want to see the median difference instead? Here we go:

esci::plot_mdiff(
  estimate,
  effect_size = "median"
)

and we get:

Evaluating a Hypothesis

Although Kardas & O’Brien conducted several studies on video exposure, this was the first study they conducted using mirror tracing as the performance task. Therefore, they probably didn’t yet have a clear quantitative prediction to test — they weren’t really ready for hypothesis testing. Imagine, though, that you are going to conduct a replication study. Based on Kardas & O’Brien, you believe increased video exposure produces a substantive change in confidence, and you decide to define this as at least a 5 point difference in means. In other words, you’re specifying an interval null. The skeptic’s hypothesis (the null hypothesis) is that any difference in confidence will be negligible (< 5 point difference) and your hypothesis is that it will be substantive (>5 point difference).

We can visualize your prediction against the results by tweaking our call to plot_mdiff just a bit:

esci::plot_mdiff(
  estimate,
  effect_size = "mean", 
  rope = c(-5, 5)
)

We’ve passed a two-element vector that defines the interval null. This is called a ROPE or region of practical equivalence. We’ve defined the rope using the concatenate function in R which creates vectors: c(-5, 5) — that means create a vector with elements -5 and 5 and send that to the function where it is expecting a ROPE to be defined.

Here’s what we get:

You can see the ROPE shaded in in red and pink, and you can visually compare the results with the predictions of you and the skeptic. The rules for declaring victory or simple: if the whole CI of the result is inside the ROPE, the skeptic wins, if the whole CI is outside, you win, and if there is overlap there is a draw. In this case, we can see that the CI on the difference is fully outside the ROPE (though not by a ton). If the ROPE had really been established a priori and a sensitive experiment designed to test the predictions, we’d now have a strong confirmatory indication that their is, indeed, a substantive effect of video exposure on confidence (well, strong statistical evidence… we’d still need to think about the internal and external validity of our study and the extent to which this supports our claim as well).

Want to conduct the hypothesis test a bit more formally? esci can help with the test_mdiff function, which takes arguments very similar to what we passed to plot_mdiff:

esci::test_mdiff(
  estimate,
  effect_size = "mean",
  rope = c(-5, 5)
)

We get back a complex object, but one of its components is a table called interval_null which has this content:

$interval_null
                    test_type outcome_variable_name effect          rope
1 Practical significance test            Prediction 20 ‒ 1 (-5.00, 5.00)
  confidence                                                       CI
1         95 95% CI [6.616553, 16.15202]\n90% CI [7.387331, 15.38124]
              rope_compare p_result
1 95% CI fully outside H_0 p < 0.05 conclusion significant 1 At α = 0.05, conclude μ_diff is substantive TRUE

Viola!

In this example, we conducted a hypothesis test on mean differences, but we could just as easily work with median differences just by changing the effect_size argument to “median”. How cool is it to be able to conduct interval null tests of differences in median!? Think how sophisticated you will feel!

Conclusions

We’ve taken a quick tour of analyzing a two group design in esci.

esci is still in development. I expect the visualization functions, like plot_mdiff, to still change a bit. But the overall workflow should hopefully be stable and sensible: you generate an estimate with an estimate_ function, you can then visualize it (plot_ functions) and/or evaluate a hypothesis with it (test_ functions). The estimate_function produces complex lists with all the results you need: overview table, various es_ tables reporting different effect sizes, and _properties lists with all the nitty-gritty details. And that’s that!

  1. Cusack, M., Vezenkova, N., Gottschalk, C., & Calin-Jageman, R. J. (2015). Direct and Conceptual Replications of Burgmer &amp; Englich (2012): Power May Have Little to No Effect on Motor Performance (J. M. Haddad, Ed.). Public Library of Science (PLoS). doi: 10.1371/journal.pone.0140806
  2. Kardas, M., & O’Brien, E. (2018). Easier Seen Than Done: Merely Watching Others Perform Can Foster an Illusion of Skill Acquisition. SAGE Publications. doi: 10.1177/0956797617740646

The inertia of poor practices: Updated reporting requirements don’t have much impact at JNeuroPhys

Here’s a depressing new paper that surveys reporting practices in The Journal of Neurophysiology after it instituted new reporting guidelines for authors ​(Héroux et al., 2023)​. Why depressing? Because the updated guidelines seem to have done little to improve reporting, and this was true even for practices the editors had said would be required. Was that because the editors went to far, asking authors to jump through arduous new hoops? No. About 2/3 of authors defied (with impunity) a requirement to consistently report the sample size and statistical test used in their figure captions. Really? Yes, really. And, in general, poor statistical practices abound and have shown little change: about 60% of recent papers interpreted non-significant results as trending towards significance, reporting of exact p values was sporadic, and reporting of effect sizes with confidence intervals has increased but remains rare (30%).

This makes me (Bob) sad. The Journal of Neurophysiology is a strong journal that is published by a renowned professional society (just check out these beauties: ​(Calin-Jageman, Tunstall, Mensh, Katz, & Frost, 2007)​ and ​(Sakurai, Calin-Jageman, & Katz, 2007)​. The editors have clearly worked to take steps to improve statistical reporting, with updated policies in 2016 and 2018. None of the new requirements were especially out there, either — this was a pretty conservative effort for reform. Even in this conducive context, it is clear that the inertia of poor practices is overwhelming — both from authors who won’t adapt and reviewers/editors unequipped and/or unmotivated to consistently appy new policies.

I guess this is only surprising if you’re not yet fully cynical. Blech.

  1. Calin-Jageman, R. J., Tunstall, M. J., Mensh, B. D., Katz, P. S., & Frost, W. N. (2007). Parameter Space Analysis Suggests Multi-Site Plasticity Contributes to Motor Pattern Initiation inTritonia. American Physiological Society. doi: 10.1152/jn.00572.2007
  2. Héroux, M., Diong, J., Bye, E., Fisher, G., Robertson, L., Butler, A., & Gandevia, S. (2023). Poor statistical reporting, inadequate data presentation and spin persist despite Journal awareness and updated Information for Authors. F1000 Research Ltd. doi: 10.12688/f1000research.142841.1
  3. Sakurai, A., Calin-Jageman, R. J., & Katz, P. S. (2007). Potentiation Phase of Spike Timing-Dependent Neuromodulation by a Serotonergic Interneuron Involves an Increase in the Fraction of Transmitter Release. American Physiological Society. doi: 10.1152/jn.00702.2007

Beth Morling on the 2nd edition of ITNS

Yes, we’re excited about the upcoming 2nd edition of Introduction to the New Statistics. Though we’re not braggarts by nature, hard not to crow from this feedback from Beth Morling, author of the fantastic textbook Research Methods in Psychology, APS fellow, and the 2023 winner of the Charles L. Brewer Distinguished Teaching of Psychology Award (congrats, Beth!). Here’s Beth’s feedback:

Cumming and Calin-Jageman are psychology’s New Statistics evangelists, and with this text they demonstrate how to train our field’s newest scholars.  This book explains the statistical estimation process with patience and clarity.  Just as importantly, each section keeps students in mind. The authors anticipate learners’ misconceptions, build quantitative reasoning with “eyeballing” tips, and offer more practice just when students need it. It’s a great text for students and for anyone who wants to deepen their understanding. 

Beth Morling
Professor of Psychological and Brain Sciences
University of Delaware

Brian Nosek weighs in on the 2nd edition of ITNS

We’re so excited about the impending release of the 2nd edition of Introduction to the New Statistics. And we’re extremely grateful that some friends of good science have taken the time to look at the new edition and provide some thoughts. Here’s an assessment that has us glowing from Brian Nosek, co-founder of the Center for Open Science and SIPS, and previous winner of a Golden Goose Award (!).

Introduction to the New Statistics [This] is A next generation statistics textbook. Doing statistics is not the rote application of formulas and reporting answers. Statistics is a tool to support reasoning about evidence. Cumming and Calin-Jageman provide an accessible introduction to using statistics to improve reasoning. New Statistics integrates two features that are absent from other texts: meta-analysis and open science. No single study or statistical outcome provides the answer to a research question. New Statistics teaches data analysis in the context of combining evidence across many studies to gain confidence in conclusions. Also, the best data analysts will plan and show how they made their decisions to enable others to assess their reasoning. New Statistics deftly integrates open science in every chapter to illustrate how transparency and rigor are fundamental to doing statistics well.

Brian Nosek
Executive Director, Center for Open Science
Professor, University of Virginia

Estimation in Neuroscience: Characterizing local circuits in the Inferior Colliculus

Here’s more evidence that estimation is catching on in neuroscience, a beautiful paper in from Silveira et al. (2023) in The Journal of Neuroscience. The paper characterizes local functional circuitry in the inferior colliculus (IC), a key processing station for auditory information ​(Silveira et al., 2023)​. The authors show that excitatory neurons in the IC can excite each as well as putative inhibitory neurons, meaning that there is both a local recurrent excitatory network as well as a possible feed-forward inhibitory loop. They show that they can produce recurrent bouts of excitation by stimulating excitatory neurons in the IC when GABA is blocked, and that neuropeptide Y can then limit/block these recurrent excitation. It’s lovely, careful work that helps map out the functional circuitry at an important auditory processing center. Best of all, the authors make extensive use of estimation, rolling their own Gardner-Altman plots with bootsrapped confidence intervals. Below, for example, is one of their figures showing that neuropeptide Y (NPY) limits the recurrent excitation produced during activation of a subclass of excitatory neurons in the IC. (Figure reproduced without permission :-().

I (Bob) am going to reach out to the authors to see why they ended up making their own estimation figures (they cite DABEST, but it looks like they didn’t end up using it), and if there are any ways esci could be updated to suit their needs.

  1. Silveira, M. A., Drotos, A. C., Pirrone, T. M., Versalle, T. S., Bock, A., & Roberts, M. T. (2023). Neuropeptide Y Signaling Regulates Recurrent Excitation in the Auditory Midbrain. Society for Neuroscience. doi: 10.1523/jneurosci.0900-23.2023

Free Online APA Conference on Teaching Research Excellence in Psychology, December 14th 2023 9:00am to 2:30pm EST

If you want to wrap up your winter semester with an invigorating online conference on teaching research excellence, you’re in luck, as the APA’s Teaching Research Excellence conference will be held via Zoom on December 14th, 2023 from 9:00 am to 2:30pm EST.

You can register to attend for free: https://docs.google.com/forms/d/e/1FAIpQLSeJV0SWNBRi206hmjMe3s2vaGVF-y2ksgseFtwteOrxUnsP8Q/viewform

The full program is below. It includes talks from John Edlund (Research Director of Psi Chi and executive editor of JSP, associate editor at Collabra Psychology), Stephen Chew (director of the Culture & Family Development Lab at Wellesley College), and Bob. The conference is organized by Zane Zheng of Lasell University.

Guess what?

I am not a robot, that’s what!

Here’s perhaps the coolest gift I (Bob) have ever received: A rendering of me in a Marina and the Diamonds album cover by multi-talented Dominican University student Theresa Wilsterman. Every detail in this image is something special from our lab, and I am not ashamed to say that I can sing along to every note of this song. We’re all Marina, really, aren’t we?

The New Stats for Motivation

When we wrote Introduction to the New Statistics, we worked hard to make the book engaging and motivating for students: we used real-world examples, built-in lots of good learning techniques, and even had whimsical cartoons.

Over the past few years, we’ve had some good feedback on these efforts. Today, I (Bob) got some of the best: Several members of the Dominican University softball team have recently completed our stats and methods sequence, and they became such fans of the book that they liberated a promotional poster I had left in the lab. Apparently, the poster is now a coveted motivational talisman for the team. Here is start pitcher Elise Gamino using the New Stats to keep her focused during batting practice:

Elise reports that integrating the New Stats into her training has resulted in a nearly 100% decline in tripping over the mound during games. Nearly.

And recovering softball player Theresa Wilsterman reports “Amazon can expect to never recieve their copy back! “

Theresa also coined a new estimator’s greating, which is better than what we had in the book:

May your experiments always reflect the population’s tendencies

Theresa Wilsterman, Dominican University class of 2023 (probably!)

My guess is with the publication of the 2nd edition, the DU softball team will be a lock for division championships; the dynasty begins.