You Can't Publish Replication Studies (and How to Anyways)
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Reproducibility has been increasingly encouraged by communities of science in order to validate experimental conclusions, and replication studies represent a significant opportunity to vision scientists wishing contribute new perceptual models, methods, or insights to the visualization community. Unfortunately, the notion of replication of previous studies does not lend itself to how we communicate research findings. Simple put, studies that re-conduct and confirm earlier results do not hold any novelty, a key element to the modern research publication system. Nevertheless, savvy researchers have discovered ways to produce replication studies by embedding them into other sufficiently novel studies. In this position paper, we define three methods -- re-evaluation, expansion, and specialization -- for embedding a replication study into a novel published work. Within this context, we provide a non-exhaustive case study on replications of Cleveland and McGill's seminal work on graphical perception. As it turns out, numerous replication studies have been carried out based on that work, which have both confirmed prior findings and shined new light on our understanding of human perception. Finally, we discuss how publishing a true replication study should be avoided, while providing suggestions for how vision scientists and others can still use replication studies as a vehicle to producing visualization research publications.
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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 | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it