By means of a laboratory experiment, Rubin and Sheremeta (Manag Sci 62(4):985–999, 2016), study a bonus-version of the gift-exchange game, including two treatment variations. First they vary whether the effort provided by the agent directly translates into output for the principal, or whether it is distorted by a shock. Second, for the condition with a shock they vary whether the shock is observed by the principal, or not. The authors’ main findings are that (1) the introduction of an unobservable shock significantly reduces welfare; and (2) informing the principal about the size of the shock does not restore gift-exchange. In a replication study we largely reproduce finding (1), but we fail to confirm finding (2). Our data suggests that small behavioral differences in the initial rounds lead to a hysteresis effect that is responsible for the differences in results across studies.

In this study, we approximately replicated Papi and Khajavy’s (2021) investigation into the regulatory focus in second language acquisition, applying their approach to a significantly larger cohort of 855 Chinese second language (L2) learners. In contrast with the original study, our research employed the College English Test Band 4 (CET-4), a standardized English test, to better align with the Chinese educational context. This methodological shift allowed for a nuanced exploration of the regulatory focus’s role in language learning among Chinese students. Our results predominantly reinforce the crucial role of regulatory focus in language learning, echoing Papi and Khajavy’s findings. We discovered notable parallels in how promotion positively influences ideal own and ideal other, and how prevention negatively impacts ought own and ought other. However, a unique finding of our study was the stronger impact of ought selves on L2 anxiety and enjoyment in the Chinese context. This highlights the nuanced influence of socioeducational environments on regulatory focus strategies, suggesting contextual variability in language learning strategies.

Studies with an explicit focus on dropouts in blended language learning (BLL) are rare and non-existent in the Asian context. This study replicates the early qualitative interview study by Stracke (2007), who explored why foreign language learners drop out of a BLL class. While the 2007 study was carried out in the German higher education context, we conducted this study at a university in Vietnam, where we conducted semi-structured interviews with five students who had left their blended English course after the first semester of study. Our findings indicate that the successful complementarity and integration of the blend components, the crucial role of teacher support and feedback within a learner-centred environment, interactive learning materials, a high level of interaction, and a good relationship between students and teachers are key for students’ perception of a successful blended class and retention. The lack of complementarity between the components of the blend remains a major reason for students’ dissatisfaction that resulted in them leaving the course in both the 2007 study and this study. Our study allows for a deep understanding of the reasons why Vietnamese EFL students leave a BLL course, thus providing some evidence for pedagogical adjustments for the delivery of current BLL classes in Vietnam and similar contexts. Understanding the reasons why students drop out can help improve the effectiveness of these programs and lead to higher retention rates, a reduction of costs (both financial but also emotional), an increase in student satisfaction, and a better student experience.

A recent survey of inequality (Norton and Ariely, Perspectives on Psychological Science, 6, 9–12) asked respondents to indicate what percent of the nation’s total wealth is—and should be—controlled by richer and poorer quintiles of the U.S. population. We show that such measures lead to powerful anchoring effects that account for the otherwise remarkable findings that respondents reported perceiving, and desiring, extremely low inequality in wealth. We show that the same anchoring effects occur in other domains, namely web page popularity and school teacher salaries. We introduce logically equivalent questions about average levels of inequality that lead to more accurate responses. Finally, when we made respondents aware of the logical connection between the two measures, the majority said that typical responses to the average measures, indicating higher levels of inequality, better reflected their actual perceptions and preferences than did typical responses to percent measures.

In this paper, we present results from of a large-scale replication of Hodgson and Rothman's (1999, The Economic Journal, 109(453): 165–186) seminal analysis of the institutional and geographical concentration of authors publishing in top economic journals. We analyze bibliometric data of more than 49,000 articles published in a set of 30 highly influential economic journals between 1990 and 2018. Based on a random sample of 3,253 authors, we further analyze the PhD-granting institutions of the authors under study to better scrutinize the claim of an ‘institutional oligopoly’. The findings confirm the long-term persistence of strong oligopolistic structures in terms of both, author affiliations as well as PhD-granting institutions.

Political actors often interact spatially, and move around. However, with a few exceptions, existing political research has analyzed spatial dependence among actors with fixed geographic locations. Focusing on fixated geographic units prevents us from probing dependencies in spatial interaction between spatially dynamic actors, which are common in some areas of political science, such as sub-national conflict studies. In this note, we propose a method to account for spatial dependence in dyadic interactions between moving actors. Our method uses the spatiotemporal histories of dyadic interactions to project locations of future interactions—projected actor locations (PALs). PALs can, in turn, be used to model the likelihood of future dyadic interactions. In a replication and extension of a recent study of subnational conflict, we find that using PALs improves the predictive performance of the model and indicates that there is a clear relationship between actors’ past conflict locations and the likelihood of future conflicts.

Background: In a previous effectiveness study (Havnen et al., 2014), 35 obsessive compulsive disorder (OCD) patients underwent Concentrated Exposure Treatment (cET), which is a newly developed group treatment format delivered over four consecutive days. Aims: The primary aims of the present study were to evaluate the treatment results for a new sample of OCD patients receiving the cET treatment approach and to replicate the effectiveness study described in Havnen et al. (2014). Method: Forty-two OCD patients underwent cET treatment. Treatment was delivered by different therapists than in Havnen et al. (2014), except for two groups led by the developers of the treatment. Assessments of OCD symptom severity, treatment satisfaction, and occupational impairment were included. Results: The results showed a significant reduction in Yale-Brown Obsessive Compulsive Scale scores from pre-treatment to post-treatment, which was maintained at 6-month follow-up. At post-treatment, 74% of the sample was remitted; at 6-month follow-up, 60% were recovered. The sample showed a very high degree of overall treatment satisfaction. The results from the present study were statistically compared with those obtained in the previous study. The analyses showed that the study samples had comparable demographic data and equal application of treatment. The outcome of the present and original study did not differ significantly on primary and secondary outcome measures. Conclusions: This study shows that cET was successfully replicated in a new patient sample treated by different therapists than the original study. The results indicate that cET is well accepted by the patients, and the potential for dissemination is discussed.