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2 results

  • 18 - Scientific Impact

  • from Part III - The Science of Impact
  • Dashun Wang, Northwestern University, Illinois, Albert-László Barabási, Northeastern University, Boston
  • Book:
    The Science of Science
    Published online:
    07 February 2021
    Print publication:
    25 March 2021, pp 189-196

  • Summary

    Here, we focus on two factors that contribute to a paper’s fitness: novelty and publicity. By measuring the novelty of the ideas shared in a paper, we can explore the link between the originality of the research and its impact. Since new ideas are typically snythesized from existing knowledge, we can assess the novelty of an idea by looking at the number domains from which researchers sourced their ideas and how expected or unexpected the combination of domains are. Evidence shows that rare combinations in scientific publications or inventions are associated with high impact. Yet novel ideas are riskier than conventional ones, frequently resulting in failure. Research indicates that scientists tend to be biased against novelty, making unconventional work more difficult to get off the ground. In order to mitigate risk while maximizing novelty, scientists must balance novelty with conventionality. We then look at the role that publicity plays in amplifying a paper’s impact. We find that publicity, whether good or bad, always boosts a paper’s citation counts, indicating that, even in science, it’s better to receive negative attention than no attention at all.

  • Chapter 12 - Maximizing the Effectiveness of Social-Emotional Interventions for Young Children Through High-Quality Implementation of Evidence-Based Interventions

  • from Part IV - Successful Implementation of Specific Programmes and Interventions:
  • Edited by Barbara Kelly, University of Strathclyde, Daniel F. Perkins, Pennsylvania State University
  • Book:
    Handbook of Implementation Science for Psychology in Education
    Published online:
    05 November 2012
    Print publication:
    20 August 2012, pp 207-229

  • Summary

    This chapter explores the potential of implementation science to support the development of school psychology. Implementation science perspectives and evidence base provide essential information for effective school psychology service delivery. In Scotland in particular, systems and frameworks exist in school psychology that provide a substrate for the effective incorporation of evidence-based implementations. Over the last forty years, school psychology practitioners have anticipated much of the evidence now emerging from implementation science. They have highlighted contextual barriers to change experienced in schools but arguably have lacked sufficient scientific influence and the large-scale evidential basis required to create scientific impact. Diversity in origins and scope is clearly influential in the context of the development of the role of educational psychology day to day. For school psychology, the development of realist epistemology has proved central to understanding, defining, focusing and measuring the processes which govern change in real-world contexts.