ASSESSING PROFESSIONAL OPENNESS TO A NOVEL PUBLICATION APPROACH

This study was designed as a response to the growing criticisms of the peer review publication process within the field of psychology. Criticisms have primarily centered around the lack of interrater reliability and the existence of reviewer bias. To a lesser extent, dissatisfaction has been attributed to high journal rejection rates, diminished scientific fervor, and the lost appreciation for the role of chance in scientific advancement.; To this end, a survey of psychologists was conducted to determine if a desire existed for a novel research dissemination approach that would address existing criticisms. The survey instrument was intuitively constructed to address four research questions. The initial research question gauged whether or not psychology professionals were open to the idea of a novel publication on the basis of three separate criteria. The criterion measures consisted of indications of the respondents' willingness to submit research to, subscribe to, and read the proposed journal. The second research question measured the perceived value of specific purposes or functions such a journal would serve. Thirdly, the data provided psychologists the opportunity to impact the form the proposed publication would take. Finally, demographic information was used to assess if a characteristic profile could be compiled of those to whom the proposed idea appealed.; Results indicated a somewhat cautious but open attitude toward the creation of the proposed journal. While the results were not entirely consistent, a definite preference surfaced for certain functions over others, notably the desire for the journal to report research accounts including serendipitous findings. Overall, the preferred form of publication consisted of a quarterly journal with the selection of articles to be done on the basis of the desired purposes of the journal. Finally, no specific subgroups within the profession were found to be more open to the proposed journal than others.