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Autor/inn/enOberlader, Verena A.; Quinten, Laura; Banse, Rainer; Volbert, Renate; Schmidt, Alexander F.; Schönbrodt, Felix D.
TitelValidity of Content-Based Techniques for Credibility Assessment--How Telling Is an Extended Meta-Analysis Taking Research Bias into Account?
QuelleIn: Applied Cognitive Psychology, 35 (2021) 2, S.393-410 (18 Seiten)
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ZusatzinformationORCID (Oberlader, Verena A.)
ORCID (Quinten, Laura)
ORCID (Banse, Rainer)
ORCID (Volbert, Renate)
ORCID (Schmidt, Alexander F.)
ORCID (Schönbrodt, Felix D.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0888-4080
DOI10.1002/acp.3776
SchlagwörterCredibility; Meta Analysis; Bias; Validity; Content Analysis; Evaluation
AbstractContent-based techniques for credibility assessment (Criteria-Based Content Analysis [CBCA], Reality Monitoring [RM]) have been shown to distinguish between experience-based and fabricated statements in previous meta-analyses. New simulations raised the question whether these results are reliable revealing that using meta-analytic methods on biased datasets lead to false-positive rates of up to 100%. By assessing the performance of and applying different bias-correcting meta-analytic methods on a set of 71 studies we aimed for more precise effect size estimates. According to the sole bias-correcting meta-analytic method that performed well under a priori specified boundary conditions, CBCA and RM distinguished between experience-based and fabricated statements. However, great heterogeneity limited precise point estimation (i.e., moderate to large effects). In contrast, Scientific Content Analysis (SCAN)--another content-based technique tested--failed to discriminate between truth and lies. It is discussed how the gap between research on and forensic application of content-based credibility assessment may be narrowed. (As Provided).
AnmerkungenWiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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