***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Like other scientists , psychologists believe experimental replication to be the final arbiter for determining the validity of an empirical finding . Reports in psychology journals often attempt to prove the validity of a hypothesis or theory with multiple experiments that replicate a finding . Unfortunately , these efforts are sometimes misguided because in a field like experimental psychology , ever more successful replication does not necessarily ensure the validity of an empirical finding . When psychological experiments are analyzed with statistics , the rules of probability dictate that r and om sample s should sometimes be selected that do not reject the null hypothesis , even if an effect is real . As a result , it is possible for a set of experiments to have too many successful replications . When there are too many successful replications for a given set of experiments , a skeptical scientist should be suspicious that null or negative findings have been suppressed , the experiments were run improperly , or the experiments were analyzed improperly . This article describes the implication s of this observation and demonstrates how to test for too much successful replication  by using a set of experiments from a recent research paper ABSTRACT We investigated the effect of gender stereotypic and counter-stereotypic images on male and female high school students ' science comprehension and anxiety . We predicted stereotypic images to induce stereotype threat in females and impair science performance . Counter-stereotypic images were predicted to alleviate threat and enhance female performance . Students read one of three chemistry lessons , each containing the same text , with photograph content varied according to stereotype condition . Participants then completed a comprehension test and anxiety measure . Results indicate that female students had higher comprehension after viewing counter-stereotypic images ( female scientists ) than after viewing stereotypic images ( male scientists ) . Male students had higher comprehension after viewing stereotypic images than after viewing counter-stereotypic images . Implication s for alleviating the gender gap in science achievement are discussed Research on stereotype threat , which is defined as the risk of confirming a negative stereotypic expectation about one ’s group , has demonstrated that the applicability of negative stereotypes disrupts the performance of stigmatized social groups . While it has been shown that a reduction of stereotype threat leads to improved performance by members of stigmatized groups , there is a lack of clear-cut findings about the mediating processes . The aim of the present study is to provide a better underst and ing of the mechanisms that stereotype threat causes in women working on mathematical problems . In addition , the study set out to test stereotype threat theory in a natural environment : high school classrooms . The experiment involved the manipulation of the gender fairness of a math test . The results indicate that the stereotype threat effect exists in this everyday setting . Moreover , it appears that dejection emotions mediate the effect of threat manipulation Theories of arousal suggest that arousal should decrease performance on difficult tasks and increase performance on easy tasks . An experiment tested the hypothesis that the effects of stereotype threat on performance are due to heightened arousal . The authors hypothesized that telling participants that a math test they are about to take is known to have gender differences would cause stereotype threat in women but not in men . In the experiment , each participant took two tests — a difficult math test and an easy math test . Compared to women in a “ no differences ” condition , women in the “ gender differences ” condition scored better on the easy math test  and worse on the difficult math test .  Men 's performance was unaffected by the manipulation . These data are consistent with an arousal-based explanation of stereotype threat effects . Data were inconsistent with expectancy , evaluation apprehension , and persistence explanations of the stereotype threat phenomenon 
    Output:
    
We conclude that publication bias might seriously distort the literature on the effects of stereotype threat among schoolgirls .