title: Teaching Replication.
abstract: Replication is held as the gold standard for ensuring the reliability of published scientific literature. But conducting direct replications is expensive, time-consuming, and unrewarded under current publication practices. So who will do them? The authors argue that students in laboratory classes should replicate recent findings as part of their training in experimental methods. In their own courses, the authors have found that replicating cutting-edge results is exciting and fun; it gives students the opportunity to make real scientific contributions (provided supervision is appropriate); and it provides object lessons about the scientific process, the importance of reporting standards, and the value of openness.
authors.affiliation: Department of Psychology, Stanford University mcfrank@stanford.edu.
authors.forename: Michael C
authors.initials: MC
authors.lastname: Frank
authors.affiliation: Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology.
authors.forename: Rebecca
authors.initials: R
authors.lastname: Saxe
keywords: experimental methods; pedagogy; replication