How scientists can stop fooling themselves over statistics (

Sampling simulated data can reveal common ways in which our cognitive biases mislead us.

The past decade has seen a raft of efforts to encourage robust, credible research. Some focus on changing incentives, for example by modifying promotion and publication criteria to favour open science over sensational breakthroughs. But attention also needs to be paid to individuals. All-too-human cognitive biases can lead us to see results that aren’t there. Faulty reasoning results in shoddy science, even when the intentions are good.

Researchers need to become more aware of these pitfalls. Just as lab scientists are not allowed to handle dangerous substances without safety training, researchers should not be allowed anywhere near a P value or similar measure of statistical probability until they have demonstrated that they understand what it means.

We all tend to overlook evidence that contradicts our views. When confronted with new data, our pre-existing ideas can cause us to see structure that isn’t there. This is a form of confirmation bias, whereby we look for and recall information that fits with what we already think. It can be adaptive: humans need to be able to separate out important information and act quickly to get out of danger. But this filtering can lead to scientific error.

Physicist Robert Millikan’s 1913 measurement of the charge on the electron is one example. Although he claimed that his paper included all data points from his famous oil-drop experiment, his notebooks revealed other, unreported, data points that would have changed the final value only slightly, but would have given it a larger statistical error. There has been debate over whether Millikan intended to mislead his readers. But it is not uncommon for honest individuals to suppress memories of inconvenient facts (R. C. Jennings Sci. Eng. Ethics 10, 639–653; 2004).

A different type of limitation promotes misunderstandings in probability and statistics. We’ve long known that people inherent in small samples (A. Tversky and D. Kahneman Psychol. Bull. 76, 105–110; 1971). As a topical example, suppose 5% of the population is infected with a virus. We have 100 hospitals that each test 25 people, 100 hospitals that test 50 people and 100 that test 100 people. What percentage of hospitals will find no cases, and wrongly conclude the virus has disappeared? The answer is 28% of the hospitals testing 25 people, 8% of those testing 50 people and 1% of those testing 100. The average number of cases detected by the hospitals will be the same regardless of the number tested, but the range is much greater with a small sample.This non-linear scaling is hard to grasp intuitively. It leads people to underestimate just how noisy small samples can be, and hence to conduct studies that lack the statistical power needed to detect an effect.Nor do researchers appreciate that the significance of a result as expressed in a P value depends crucially on context. The more variables you explore, the more likely it is that you’ll find a spuriously ‘significant’ value. For instance, if you test 14 metabolites for association with a disorder, then your probability of finding at least one P value below 0.05 — a commonly used threshold of statistical significance — by chance is not 1 in 20, but closer to 1 in 2.How can we instil an understanding of this? One thing is clear: conventional training in statistics is insufficient, or even counterproductive, because it might give the user misplaced confidence. I’m experimenting with an [ … ]

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