Title |
Negative results: negative perceptions limit their potential for increasing reproducibility
|
---|---|
Published in |
Journal of Negative Results in BioMedicine, July 2015
|
DOI | 10.1186/s12952-015-0033-9 |
Pubmed ID | |
Authors |
Jaime A. Teixeira da Silva |
Abstract |
Negative results are an important building block in the development of scientific thought, primarily because most likely the vast majority of data is negative, i.e., there is not a favorable outcome. Only very limited data is positive, and that is what tends to get published, albeit alongside a sub-set of negative results to emphasize the positive nature of the positive results. Yet, not all negative results get published. Part of the problem lies with a traditional mind-set and rigid publishing frame-work that tends to view negative results in a negative light, or that only tends to reward scientists primarily for presenting positive findings. This opinion piece indicates that in addition to a deficient mind-set, there are also severe limitations in the availability of publishing channels where negative results could get published. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 3 | 14% |
United Kingdom | 2 | 10% |
Spain | 2 | 10% |
Ecuador | 1 | 5% |
Peru | 1 | 5% |
Poland | 1 | 5% |
Italy | 1 | 5% |
Colombia | 1 | 5% |
Germany | 1 | 5% |
Other | 1 | 5% |
Unknown | 7 | 33% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 16 | 76% |
Scientists | 2 | 10% |
Science communicators (journalists, bloggers, editors) | 2 | 10% |
Practitioners (doctors, other healthcare professionals) | 1 | 5% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Unknown | 37 | 100% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 11 | 30% |
Student > Bachelor | 4 | 11% |
Student > Ph. D. Student | 4 | 11% |
Student > Doctoral Student | 3 | 8% |
Other | 3 | 8% |
Other | 8 | 22% |
Unknown | 4 | 11% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 6 | 16% |
Agricultural and Biological Sciences | 4 | 11% |
Nursing and Health Professions | 3 | 8% |
Social Sciences | 3 | 8% |
Sports and Recreations | 2 | 5% |
Other | 15 | 41% |
Unknown | 4 | 11% |