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

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          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.

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          Controlling the False Discovery Rate: A Practical and Powerful Approach to Multiple Testing

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            Power failure: why small sample size undermines the reliability of neuroscience.

            A study with low statistical power has a reduced chance of detecting a true effect, but it is less well appreciated that low power also reduces the likelihood that a statistically significant result reflects a true effect. Here, we show that the average statistical power of studies in the neurosciences is very low. The consequences of this include overestimates of effect size and low reproducibility of results. There are also ethical dimensions to this problem, as unreliable research is inefficient and wasteful. Improving reproducibility in neuroscience is a key priority and requires attention to well-established but often ignored methodological principles.
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              The need for a new medical model: a challenge for biomedicine

              G. Engel (1977)
              The dominant model of disease today is biomedical, and it leaves no room within tis framework for the social, psychological, and behavioral dimensions of illness. A biopsychosocial model is proposed that provides a blueprint for research, a framework for teaching, and a design for action in the real world of health care.
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                Author and article information

                Contributors
                Role: ConceptualizationRole: Formal analysisRole: Project administrationRole: Writing – original draft
                Role: Data curationRole: MethodologyRole: Writing – review & editing
                Role: MethodologyRole: Writing – review & editing
                Role: MethodologyRole: Writing – review & editing
                Role: ConceptualizationRole: MethodologyRole: Writing – review & editing
                Role: ConceptualizationRole: Writing – review & editing
                Role: ConceptualizationRole: Writing – review & editing
                Role: MethodologyRole: Writing – review & editing
                Role: MethodologyRole: Writing – review & editing
                Role: ConceptualizationRole: SupervisionRole: Writing – review & editing
                Role: Editor
                Journal
                PLoS One
                PLoS One
                plos
                PLoS ONE
                Public Library of Science (San Francisco, CA USA )
                1932-6203
                23 September 2021
                2021
                : 16
                : 9
                : e0257535
                Affiliations
                [1 ] Department of Psychiatry, University of Vermont, Burlington, VT, United States of America
                [2 ] Psychology Department, University of Georgia, Athens, GA, United States of America
                [3 ] Division of Biostatistics, Department of Family Medicine and Public Health, University of California, San Diego, La Jolla, CA, United States of America
                [4 ] University of California, San Diego, CA, United States of America
                Indiana University, UNITED STATES
                Author notes

                Competing Interests: The authors have declared that no competing interests exist.

                Author information
                https://orcid.org/0000-0002-5560-4077
                https://orcid.org/0000-0002-9498-0200
                Article
                PONE-D-20-36911
                10.1371/journal.pone.0257535
                8460025
                34555056
                8c3a1c54-a931-4c8a-abd0-df7224b841d2
                © 2021 Owens et al

                This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                History
                : 23 November 2020
                : 4 September 2021
                Page count
                Figures: 4, Tables: 2, Pages: 13
                Funding
                Funded by: NIH/NIDA
                Award ID: T32DA043593
                Award Recipient :
                This work was funded by NIH/NIDA T32DA043593. Data used in the preparation of this article were obtained from the Adolescent Brain Cognitive Development (ABCD) Study ( https://abcdstudy.org), held in the NIMH Data Archive (NDA). This is a multisite, longitudinal study designed to recruit more than 10,000 children age 9-10 and follow them over 10 years into early adulthood. The ABCD Study is supported by the National Institutes of Health and additional federal partners under award numbers U01DA041022, U01DA041028, U01DA041048, U01DA041089, U01DA041106, U01DA041117, U01DA041120, U01DA041134, U01DA041148, U01DA041156, U01DA041174, U24DA041123, U24DA041147, U01DA041093, and U01DA041025. A full list of supporters is available at https://abcdstudy.org/federal-partners.html.
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                Custom metadata
                All data from the current study comes from the Adolescent Brain and Cognitive Development (ABCD) study. Because of data use agreement restrictions we were not able to make data freely available. However, data can be accessed with approval of the ABCD consortium at https://nda.nih.gov/abcd/request-access. The data used in the current manuscript do not require any special permissions and are available to all authorized users of ABCD study data.

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