词汇研究中的固定效应和混合效应模型对比:再分析Laufer(2024)和McLean et al. (2020)

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Christopher Nicklin, Stuart McLean, Joseph P. Vitta
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引用次数: 0

摘要

词汇研究中的分析应该避免语言作为固定效应谬误,即没有提供统计证据来支持除了样本中测试的单词之外的所谓概括。虽然社会科学广泛采用混合效应模型来避免这种谬误,但第二语言词汇研究人员主要进行潜在问题的固定效应分析。在本研究中,我们使用广义线性混合效应模型(glmm)重新分析了两个依赖于固定效应模型的已发表的词汇研究。与先前比较这些方法的研究一致,glmm中的效应量减少了36%,接近80%。至关重要的是,一项研究的结论没有得到GLMM重新分析的充分证实。研究结果表明,第二语言词汇研究人员应该大力考虑混合效应模型,以避免语言固定效应谬论。此外,应该重复使用固定效应分析的早期研究,以验证其效应大小没有被夸大。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Contrasting Fixed‐ and Mixed‐Effects Modeling in Vocabulary Research: Reanalyzing Laufer (2024) and McLean et al. (2020)
Analyses in vocabulary research should avoid the language‐as‐a‐fixed‐effect fallacy, whereby no statistical evidence is provided to support claimed generalizations beyond the words tested in the sample. Although mixed‐effects models are widely adopted in social sciences to avoid this fallacy, second language vocabulary researchers primarily conduct potentially problematic fixed‐effects analyses. In the present study, two published vocabulary studies relying on fixed‐effects modeling were re‐analyzed with generalized linear mixed‐effects models (GLMMs). Consistent with prior research comparing these approaches, effect sizes in the GLMMs were reduced by 36% to nearly 80%. Crucially, one study's claims were not fully substantiated with GLMM re‐analysis. The findings suggest that second language vocabulary researchers should strongly consider mixed‐effect models to avoid the language‐as‐a‐fixed‐effect fallacy. Furthermore, replications of earlier studies that employed fixed‐effects only analyses should be conducted to verify that their effect sizes were not overstated.
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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