Combining effect size estimates in meta-analysis with repeated measures and independent-groups designs.

By Scott B. Morris, Richard P. DeShon. Psychological methods, 2002

2,477 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d88e7804b7df89d229fd5db7a1c567b94ff18f33

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Citations in the corpus

A meta-analytic review of the effectiveness of inpatient group psychotherapy. (2006, background): “Inhomogeneous variances lead to incomparable effect sizes (cf. Morris & DeShon, 2002).”
Fixed- versus random-effects models in meta-analysis: model properties and an empirical comparison of differences in results. (2009, methodology): “The methods described in Hunter, Schmidt, and Jackson (1982), Hunter and Schmidt (1990, 2004), Callender and Osburn (1980), and Raju and Burke (1983) are RE models (Hedges & Olkin, 1985, Ch. 9, p. 242; National Research Council, 1992, pp. 94–95).”
Changing Norms Following the 2016 U.S. Presidential Election (2018, background): “This corresponds to a dz ¼ .24 change for targeted groups and dz ¼ .04 for not targeted (see Morris & DeShon, 2002).”
The Effect of Suspect-Filler Similarity on Eyewitness Identification Decisions: A Meta-Analysis (2013, methodology): “Furthermore, within-subject designs were excluded because we could not be certain that a repeated-measures design would be assessing the same effect as an independent-groups design (Morris & DeShon, 2002).”
A Meta-Analysis of Performance Response Under Thermal Stressors (2007, methodology): “The mean weighted effect sizes were computed by weighting each effect size by the reciprocal of its variance, using procedures described in Hedges and Olkin (1985) and with variance formulae in Morris and DeShon (2002).”
Meta-Analysis of Action Video Game Impact on Perceptual, Attentional, and Cognitive Skills (2018, neutral): “Although standardizing by the pooled variance of outcomes at pretest or posttest may be preferable (Morris & DeShon, 2002), this was simply not possible in our case.”
Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, methodology): “Using standardised tests as outcome variables, Nidich and Nidich (1989) and Nidich et al.”
Effects of an outdoor education intervention on the mental health of schoolchildren (2012, methodology): “…intervention effect, as well as of the influence of gender, effect sizes (ES) with similar metric as the wellused Cohen’s d were calculated, using the formula ((Mpost, E – Mpre, E)/SDpre, E – (Mpost, C – Mpre, C)/SDpre, C) for independent groups pre-test–post-test design (Morris & DeShon, 2002).”