Particularly in light of the statland.org link above, what would you recommend as good reading material to help me "learn to think like a statastician"?
The actual paper is: http://www.nature.com/neuro/journal/v14/n9/full/nn.2886.html
It appears to follow on from an extremely controversial paper in neuroscience: Voodoo neuroscience http://escholarship.org/uc/item/51d4r5tn;jsessionid=FB5843BB...
If you look at the cited by links in scholar, then you can get access to a raging debate across quite a number of journals (well worth popcorn if you're nerdy and not involved).
The crux of the matter for me is that the brain cannot be fruitfully modelled using statistics developed for independent samples. This is going to cause us massive problems unless we can develop better statistical tools (or at the very least use the ones we have more wisely).
The prestige of getting published in Nature or Science far outweighs the criticism you will get for forging or manipulating your data. In large part because the later can almost never be proven. You can always say you just made a mistake or plead ignorance.
At the worst, you could only claim that people only submitted the results of the test that made their research look better than it otherwise would have been (with the correct test).
In this case, I think it is more of an issue with the reviewers catching the problems than the authors deliberately misleading.
What's worse than the possibility of a black mark on your career? Not having a career at all. Which is what will happen if you don't publish.
In other words, the choice is never "Forge these results, or have no career."
Yes it is, because in order to have a career, it is not enough to just publish. You have to publish in prestigious journals and you have to publish original, groundbreaking, important, and meaningful research.
A tiny percentage of academics actually end up keeping their job until retirement. If you don't plan on perishing, you publish in prestigious journals by whatever means necessary. Whatever. Means. Necessary.
"Accidentally" using bad statistics is the kind of "accident" that gets you tenure. It's significantly easier to forge groundbreaking, important, prestigious research than it is to actually do this research.
Scientific fraud is epidemic precisely because of the economics of universities.
I never saw any researchers or students falsify or make up data, but often I saw experiments performed without defining a hypothesis first. The hypothesis was created a posteriori to match any interesting correlations that could be combed from the data. I felt like I was a marketer trying to find a reason to promote a product. This particular approach might be standard when dealing with in-vivo experiments (on human subjects). It's a time-intensive process and you can't just rerun the experiment like you can on an artificial system. However, I didn't feel like it was the correct way to do research.
There's been renewed interest in recent years of creating a journal of failed experiments for various research areas, but it never seems to catch on. It would be invaluable, but there are too many egotistical people in academia who don't want to be associated with failure in any way.
I think the economics often are perverse, but I think you're doing a disservice to the overall discussion by simplifying it too much.
Just remember that 50 year old profs came of age in a different era.
I am trying to make a point that in the world of vicious competition for grant money, every shitty incremental experiment is lauded as groundbreaking. For very understandable reasons.
I'm being facetious about the way that the key quality of a scientist has shifted from doing and teaching science to being a great marketer who can win grants. The "best" scientists these days are generally the ones who are really great at hype.
I agree there are problems with how science works right now, and I agree on what the problems are. I disagree on the weights of the incentives, though. You describe "rampant" fraud. I have observed none. Then my conclusion is that the claim that fraud is rampant is incorrect.
How hard have you looked and what is your definition of fraud?
When one deals with modern institutional corruption, what one is dealing with is a complex combination of incompetence, overt deception of others, self-deception and simulated incompetence.
Sure, incompetence is in the mix but when you use a construct like "Hanlon's Razor" to "label and forget" the situation, you hide the full situation. The complexities of these situations are there, there is no razor for a priori untangling.
This is also worsened by that today you have to publish often so you do not have the time to check the result before publishing.
http://www.plosmedicine.org/article/info:doi/10.1371/journal...
The article by Ioannidis, which I think is the most downloaded ever article on PLoS Medicine, is well worth reading for guidance in how to avoid errors in research design.
But to the point of the accuracy of the submission title, what the underlying journal paper
http://www.nature.com/neuro/journal/v14/n9/full/nn.2886.html
said was, "We reviewed 513 behavioral, systems and cognitive neuroscience articles in five top-ranking journals (Science, Nature, Nature Neuroscience, Neuron and The Journal of Neuroscience) and found that 78 used the correct procedure and 79 used the incorrect procedure. An additional analysis suggests that incorrect analyses of interactions are even more common in cellular and molecular neuroscience." In other words, half the time when the specific issue came up, the neuroscience authors got the procedure wrong.
AFTER EDIT: Meanwhile, a lot of other interesting comments have mentioned the role of statistics education or math-aversion in higher education in various disciplines. I'll comment here about some things I've learned about statistics since I completed my higher education, things I've self-educated about as a homeschooling parent for the last two decades and now a mathematics teacher in private practice.
First of all, even when undergraduate students take courses in statistics, the courses are not likely to be very helpful. Many statistics textbooks used in colleges are poorly chosen
http://statland.org/MAAFIXED.PDF
and many statistics courses are taught by professors who themselves have very poor backgrounds in statistics, so the essential point that statistics is all about DATA never gets emphasized. Moreover, the undergraduate statistics curriculum historically has emphasized the wrong issues about valid inference
http://escholarship.org/uc/item/6hb3k0nz
and most undergraduates who complete one or two statistics courses still have a very weak sense of what valid statistical inference is.
And all of this is not even to get into issues such as Bayesian versus frequentist approaches to statistics
http://yudkowsky.net/rational/bayes
in modeling reality. Yes, biologists need to get over fear of mathematics for biology to progress as a science,
http://www.guardian.co.uk/books/2011/apr/16/mathematics-of-l...
and everyone can gain by learning more about statistics,
http://knowledge.wharton.upenn.edu/article.cfm?articleid=192...
but statistics education isn't easy, and it can still be greatly improved even for the students who do step up to take statistics courses.