Opin vísindi
Opin vísindi er varðveislusafn vísindaefnis og doktorsritgerða í opnum aðgangi á vegum íslenskra háskóla og Landsbókasafns Íslands - Háskólabókasafns.
Opinn aðgangur að rannsóknaniðurstöðum er í samræmi við 10. gr. laga nr. 3/2003 um opinberan stuðning við vísindarannsóknir sem og kröfur innlendra og erlendra rannsóknasjóða. Markmiðið með opnum aðgangi er að niðurstöður rannsókna séu aðgengilegar sem flestum óhindrað og án endurgjalds á rafrænu formi. Vistun í varðveislusafninu er varanleg og ætlað að tryggja aðgang að vísindaefni íslenskra háskóla í opnum aðgangi um ókomna tíð. Varðveislusafnið Opin vísindi er tengt við rannsóknagáttina IRIS og rannsóknaniðurstöður í opnum aðgangi sem eru skráðar í IRIS eru um leið vistaðar og gerðar aðgengilegar til framtíðar í varðveislusafninu. Með því að safna þessu efni saman í eitt safn verður aðgangur að því einfaldur og þægilegur fyrir alla sem vilja kynna sér það og geta þannig notið þess öfluga vísindastarfs sem fram fer í háskólum landsins.
Varðveislusafnið er OpenAIRE / OpenAIREplus samhæft og samrýmist kröfum sem gerðar eru um birtingu rannsóknaniðurstaðna úr verkefnum sem styrkt eru úr evrópsku rannsóknaáætlununum FP7 og H2020.
Varðveislusafnið notar opna hugbúnaðinn DSpace.
Opinn aðgangur að rannsóknaniðurstöðum er í samræmi við 10. gr. laga nr. 3/2003 um opinberan stuðning við vísindarannsóknir sem og kröfur innlendra og erlendra rannsóknasjóða. Markmiðið með opnum aðgangi er að niðurstöður rannsókna séu aðgengilegar sem flestum óhindrað og án endurgjalds á rafrænu formi. Vistun í varðveislusafninu er varanleg og ætlað að tryggja aðgang að vísindaefni íslenskra háskóla í opnum aðgangi um ókomna tíð. Varðveislusafnið Opin vísindi er tengt við rannsóknagáttina IRIS og rannsóknaniðurstöður í opnum aðgangi sem eru skráðar í IRIS eru um leið vistaðar og gerðar aðgengilegar til framtíðar í varðveislusafninu. Með því að safna þessu efni saman í eitt safn verður aðgangur að því einfaldur og þægilegur fyrir alla sem vilja kynna sér það og geta þannig notið þess öfluga vísindastarfs sem fram fer í háskólum landsins.
Varðveislusafnið er OpenAIRE / OpenAIREplus samhæft og samrýmist kröfum sem gerðar eru um birtingu rannsóknaniðurstaðna úr verkefnum sem styrkt eru úr evrópsku rannsóknaáætlununum FP7 og H2020.
Varðveislusafnið notar opna hugbúnaðinn DSpace.
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Community and purpose in the academy
(2026-05-12) Kristinsson, Sigurður; Faculty of Social Sciences
References to “the academic community” abound in higher-education discourse, yet the concept itself is rarely examined. This paper argues that academic community is not only an empirical phenomenon but a normative ideal essential to the moral, intellectual, and institutional purposes of higher education. Contemporary universities, however, increasingly undermine the conditions for such community through organizational professionalism, individualism, managerialism, retreat from academic citizenship, and troubled collegiality. Drawing on sociological and normative theories of community, the paper distinguishes between descriptive accounts of academic networks and a richer, value-laden conception grounded in shared purposes, intellectual virtues, and relational practices. A value-theoretical analysis shows that academic community is instrumentally, constitutively, and intrinsically connected to core academic values such as knowledge, understanding, learning, and justice, and that it contributes to human flourishing. Substantive examples from social epistemology, pedagogy, and academic debates illustrate how academic values depend on communal norms and practices. The paper argues that revitalizing academic community requires both structural reforms—reducing competitive managerial pressures and rebalancing professional reward systems—and cultural renewal grounded in generosity, shared identity, and collective responsibility. Drawing on relational moral theory, it is further argued that academic community possesses moral significance beyond its connection with academic values, as identity and solidarity generate collegial obligations central to professional life. The paper concludes that unless universities cultivate conditions in which genuine academic community can flourish, they will continue to erode the very values that justify their existence.
The Replication Database : Documenting the Replicability of Psychological Science
(2024) Röseler, Lukas; Kaiser, Leonard; Doetsch, Christopher; Klett, Noah; Seida, Christian; Schütz, Astrid; Aczel, Balazs; Adelina, Nadia; Agostini, Valeria; Alarie, Samuel; Albayrak-Aydemir, Nihan; Aldoh, Alaa; Al-Hoorie, Ali H.; Azevedo, Flavio; Baker, Bradley J.; Lilian Barth, Charlotte; Beitner, Julia; Brick, Cameron; Brohmer, Hilmar; Prasad Chandrashekar, Subramanya; Li Chung, Kai; Cockcroft, Jamie P.; Cummins, Jamie; Diveica, Veronica; Dumbalska, Tsvetomira; Efendic, Emir; Elsherif, Mahmoud; Evans, Thomas; Feldman, Gilad; Fillon, Adrien; Förster, Nico; Frese, Joris; Genschow, Oliver; Giannouli, Vaitsa; Gjoneska, Biljana; Gnambs, Timo; Gourdon-Kanhukamwe, Amélie; Graham, Christopher J.; Hartmann, Helena; Haviva, Clove; Herderich, Alina; Hilbert, Leon P.; Holgado, Darías; Hussey, Ian; Ilchovska, Zlatomira G.; Kalandadze, Tamara; Karhulahti, Veli Matti; Kasseckert, Leon; Klingelhöfer-Jens, Maren; Richert, Elena; Department of Psychology
In psychological science, replicability—repeating a study with a new sample achieving consistent results (Parsons et al., 2022)—is critical for affirming the validity of scientific findings. Despite its importance, replication efforts are few and far between in psychological science with many attempts failing to corroborate past findings. This scarcity, compounded by the difficulty in accessing replication data, jeopardizes the efficient allocation of research resources and impedes scientific advancement. Addressing this crucial gap, we present the Replication Database (https://forrtreplications.shinyapps.io/fred_explorer), a novel platform hosting 1,239 original findings paired with replication findings. The infrastructure of this database allows researchers to submit, access, and engage with replication findings. The database makes replications visible, easily findable via a graphical user interface, and tracks replication rates across various factors, such as publication year or journal. This will facilitate future efforts to evaluate the robustness of psychological research.
The ADHD Assessment Quality Assurance Standard for Children and Teenagers (CAAQAS)
(2024) Young, Susan; Absoud, Michael; Al-Attar, Zainab; Ani, Cornelius; Colley, William; Cortese, Samuele; Crame, Jo; Gudjonsson, Gisli; Hill, Peter; Hollingdale, Jack; Mukherjee, Raja A.S.; Ozer, Susan; Partridge, Gavin; Smith, Jade; Woodhouse, Emma Louise; Lewis, Alexandra
Around 5% of the children and teenagers worldwide are affected by Attention-Deficit/Hyperactivity Disorder [ADHD], making it a major public health concern. Recently, demand for assessments has substantially increased, putting strain on healthcare and waiting lists. There is concern that pressure to clear service bottlenecks is leading to variable quality and reliability of ADHD assessments in this population. The ADHD Assessment Quality Assurance Standard for Children and Teenagers [CAAQAS] aims to address this by proposing a quality framework for ADHD assessments in this population. CAAQAS is intended to complement formal training, provide support to clinicians, inform commissioners, and empower children, teenagers, and caregivers on what to expect from an assessment and assessment report. Our goal is to promote evidence-based high-quality assessments, improve diagnostic accuracy, and reduce the risks of overdiagnosis, misdiagnosis, and underdiagnosis. Seven key topics were identified by authors which guided the development of this expert consensus statement. It was agreed that a high-quality diagnostic assessment of ADHD in this population commences with advance preparation to facilitate engagement of the child or teenager and caregivers. The consensus agreed that the minimum/essential standards for assessing and diagnosing ADHD adopt a systematic approach from pre-assessment through assessment to post-diagnostic stage, enabling ADHD to be disentangled from differential diagnoses. The process applies multi-source information to inform an assessment of development history and early risk factors, history of physical, mental health and other neurodevelopmental conditions, family, educational, and social histories. Assessment of core ADHD symptoms should include specific developmentally appropriate examples of associated difficulties and impairments. Neuropsychiatric and physical comorbidities should be assessed and identified. Recommendations for report writing are intended to facilitate effective communication between ADHD specialists and other services, and we highlight the importance of linking the diagnosis to an appropriate post-diagnostic discussion. Further, we discuss core competencies required to conduct a diagnostic assessment of ADHD in children and teenagers.
Selecting the special or choosing the common? A high-powered conceptual replication of Kim and Markus’ (1999) pen study
(2024) Otterbring, Tobias; Bhatnagar, Roopali; Folwarczny, Michał; Department of Business and Economics
Kim and Markus (1999; Study 3) found that 74% of European Americans selected a pen with an uncommon (vs. common) color, whereas only 24% of East Asians made such a choice, highlighting a pronounced cross-cultural difference in the extent to which people opt for originality or make majority-based choices. The present high-powered study (N = 729) conceptually replicates the results from Kim and Markus (1999; Study 3), although our effect size (r =.12) is significantly weaker than that of the original study (r =.52). Interestingly, a larger proportion of Chinese, but not US, participants selected a pen with an uncommon color now than during the original study. Thus, our findings indicate a potential transmission of certain Western values to cultures traditionally characterized by collectivism and conformity, likely exacerbated by the globalization of mass media and the rapid economic growth in many East Asian countries.
ON TOOLS FOR COMPLETENESS OF KLEENE ALGEBRA WITH HYPOTHESES
(2024) Pous, Damien; Rot, Jurriaan; Wagemaker, Jana
In the literature on Kleene algebra, a number of variants have been proposed which impose additional structure specified by a theory, such as Kleene algebra with tests (KAT) and the recent Kleene algebra with observations (KAO), or make specific assumptions about certain constants, as for instance in NetKAT. Many of these variants fit within the unifying perspective offered by Kleene algebra with hypotheses, which comes with a canonical language model constructed from a given set of hypotheses. For the case of KAT, this model corresponds to the familiar interpretation of expressions as languages of guarded strings. A relevant question therefore is whether Kleene algebra together with a given set of hypotheses is complete with respect to its canonical language model. In this paper, we revisit, combine and extend existing results on this question to obtain tools for proving completeness in a modular way. We showcase these tools by giving new and modular proofs of completeness for KAT, KAO and NetKAT, and we prove completeness for new variants of KAT: KAT extended with a constant for the full relation, KAT extended with a converse operation, and a version of KAT where the collection of tests only forms a distributive lattice.
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