Variable reporting and quantitative reviews: a comparison of three meta‐analytical techniques
Bibliographic record
Abstract
Abstract Variable reporting of results can influence quantitative reviews by limiting the number of studies for analysis, and thereby influencing both the type of analysis and the scope of the review. We performed a Monte Carlo simulation to determine statistical errors for three meta‐analytical approaches and related how such errors were affected by numbers of constituent studies. Hedges’ d and effect sizes based on item response theory (IRT) had similarly improved error rates with increasing numbers of studies when there was no true effect, but IRT was conservative when there was a true effect. Log response ratio had low precision for detecting null effects as a result of overestimation of effect sizes, but high ability to detect true effects, largely irrespective of number of studies. Traditional meta‐analysis based on Hedges’ d are preferred; however, quantitative reviews should use various methods in concert to improve representation and inferences from summaries of published data.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.133 | 0.120 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.006 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".