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Primacy of the research question, structure of the paper, writing a research article: advice to beginners.

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Thomas V. Perneger, Patricia M. Hudelson, Writing a research article: advice to beginners, International Journal for Quality in Health Care , Volume 16, Issue 3, June 2004, Pages 191–192, https://doi.org/10.1093/intqhc/mzh053

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Writing research papers does not come naturally to most of us. The typical research paper is a highly codified rhetorical form [ 1 , 2 ]. Knowledge of the rules—some explicit, others implied—goes a long way toward writing a paper that will get accepted in a peer-reviewed journal.

A good research paper addresses a specific research question. The research question—or study objective or main research hypothesis—is the central organizing principle of the paper. Whatever relates to the research question belongs in the paper; the rest doesn’t. This is perhaps obvious when the paper reports on a well planned research project. However, in applied domains such as quality improvement, some papers are written based on projects that were undertaken for operational reasons, and not with the primary aim of producing new knowledge. In such cases, authors should define the main research question a posteriori and design the paper around it.

Generally, only one main research question should be addressed in a paper (secondary but related questions are allowed). If a project allows you to explore several distinct research questions, write several papers. For instance, if you measured the impact of obtaining written consent on patient satisfaction at a specialized clinic using a newly developed questionnaire, you may want to write one paper on the questionnaire development and validation, and another on the impact of the intervention. The idea is not to split results into ‘least publishable units’, a practice that is rightly decried, but rather into ‘optimally publishable units’.

What is a good research question? The key attributes are: (i) specificity; (ii) originality or novelty; and (iii) general relevance to a broad scientific community. The research question should be precise and not merely identify a general area of inquiry. It can often (but not always) be expressed in terms of a possible association between X and Y in a population Z, for example ‘we examined whether providing patients about to be discharged from the hospital with written information about their medications would improve their compliance with the treatment 1 month later’. A study does not necessarily have to break completely new ground, but it should extend previous knowledge in a useful way, or alternatively refute existing knowledge. Finally, the question should be of interest to others who work in the same scientific area. The latter requirement is more challenging for those who work in applied science than for basic scientists. While it may safely be assumed that the human genome is the same worldwide, whether the results of a local quality improvement project have wider relevance requires careful consideration and argument.

Once the research question is clearly defined, writing the paper becomes considerably easier. The paper will ask the question, then answer it. The key to successful scientific writing is getting the structure of the paper right. The basic structure of a typical research paper is the sequence of Introduction, Methods, Results, and Discussion (sometimes abbreviated as IMRAD). Each section addresses a different objective. The authors state: (i) the problem they intend to address—in other terms, the research question—in the Introduction; (ii) what they did to answer the question in the Methods section; (iii) what they observed in the Results section; and (iv) what they think the results mean in the Discussion.

In turn, each basic section addresses several topics, and may be divided into subsections (Table 1 ). In the Introduction, the authors should explain the rationale and background to the study. What is the research question, and why is it important to ask it? While it is neither necessary nor desirable to provide a full-blown review of the literature as a prelude to the study, it is helpful to situate the study within some larger field of enquiry. The research question should always be spelled out, and not merely left for the reader to guess.

Typical structure of a research paper

The Methods section should provide the readers with sufficient detail about the study methods to be able to reproduce the study if so desired. Thus, this section should be specific, concrete, technical, and fairly detailed. The study setting, the sampling strategy used, instruments, data collection methods, and analysis strategies should be described. In the case of qualitative research studies, it is also useful to tell the reader which research tradition the study utilizes and to link the choice of methodological strategies with the research goals [ 3 ].

The Results section is typically fairly straightforward and factual. All results that relate to the research question should be given in detail, including simple counts and percentages. Resist the temptation to demonstrate analytic ability and the richness of the dataset by providing numerous tables of non-essential results.

The Discussion section allows the most freedom. This is why the Discussion is the most difficult to write, and is often the weakest part of a paper. Structured Discussion sections have been proposed by some journal editors [ 4 ]. While strict adherence to such rules may not be necessary, following a plan such as that proposed in Table 1 may help the novice writer stay on track.

References should be used wisely. Key assertions should be referenced, as well as the methods and instruments used. However, unless the paper is a comprehensive review of a topic, there is no need to be exhaustive. Also, references to unpublished work, to documents in the grey literature (technical reports), or to any source that the reader will have difficulty finding or understanding should be avoided.

Having the structure of the paper in place is a good start. However, there are many details that have to be attended to while writing. An obvious recommendation is to read, and follow, the instructions to authors published by the journal (typically found on the journal’s website). Another concerns non-native writers of English: do have a native speaker edit the manuscript. A paper usually goes through several drafts before it is submitted. When revising a paper, it is useful to keep an eye out for the most common mistakes (Table 2 ). If you avoid all those, your paper should be in good shape.

Common mistakes seen in manuscripts submitted to this journal

Huth EJ . How to Write and Publish Papers in the Medical Sciences , 2nd edition. Baltimore, MD: Williams & Wilkins, 1990 .

Browner WS . Publishing and Presenting Clinical Research . Baltimore, MD: Lippincott, Williams & Wilkins, 1999 .

Devers KJ , Frankel RM. Getting qualitative research published. Educ Health 2001 ; 14 : 109 –117.

Docherty M , Smith R. The case for structuring the discussion of scientific papers. Br Med J 1999 ; 318 : 1224 –1225.

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Research Paper vs. Research Article: What’s the Difference?

Research papers and research articles are two different forms of academic writing, with distinct characteristics. Although they share some similarities in terms of format and purpose, there are important distinctions between the two types that should be understood by students who wish to write either form effectively. This article will explain the differences between a research paper and a research article, outlining their unique features and applications. Furthermore, it will offer guidance on how best to approach each type when crafting an effective piece for scholarly consumption.

I. Introduction to Research Paper vs. Research Article

Ii. defining a research paper and a research article, iii. comparative analysis of structure, content, and writing styles between the two types of scholarly documents, iv. pros & cons of conducting either a formal or an informal study, v. concluding remarks: how to choose between the different approaches when completing academic assignments, vi. limitations in comparing these texts as distinct forms of scholarly outputs, vii. future directions for understanding similarities & differences across all kinds of academic writings.

Research Paper vs. Research Article

The academic world is full of a variety of different writing styles, each with its own unique purpose and goals. Two particularly important forms are the research paper and the research article. Each has their own distinct features that make them uniquely suited to certain tasks within academia – let’s take a closer look at what sets them apart from one another!

A research paper , as you might expect, presents in-depth analysis on an issue or topic using evidence gathered through primary sources such as field work, laboratory experiments, surveys, interviews etc., whereas a research article , typically published in scholarly journals or online publications like websites & blogs addresses specific findings derived from secondary sources like books or other papers related to said subject matter. The former requires more effort & dedication from the author due to it being time consuming & involving careful structuring along with rigorous citation format adherence; while the latter focuses mainly on providing succinct yet comprehensive overviews regarding topics which have already been extensively discussed by experts in depth previously elsewhere – taking into account present day developments/breakthroughs if necessary before finally offering opinionated conclusions pertaining to said subjects.

Exploring the Characteristics of a Research Paper and Article

• Research paper:
• Research article:

A research paper is an extended form of writing that presents and supports an argument on a particular topic. It provides evidence for the opinion or idea in the form of facts, data, analysis, opinions from authorities in specific fields etc. The objective is to make original claims based on careful evaluation of information available on a given subject. It requires significant effort as one needs to be able to distill complex topics into concisely articulated points that are supported by solid evidence.

On the other hand, a research article is usually written for publication either online or printed through journals or magazines. These articles have been peer-reviewed which means they follow certain academic standards established within their discipline while presenting factual conclusions related to ongoing debates and arguments raised by preceding works. They generally provide new insight into existing knowledge rather than build upon it using more primary sources such as surveys and experiments conducted independently by authors themselves.

Comparison of Structure, Content and Writing Styles between Research Papers and Articles For the purpose of scholarly communication, both research papers and articles play a vital role. Though there is no hard-and-fast rule that distinguishes them from each other in terms of structure or content, they usually differ significantly in their style. In comparison to research papers, articles typically have a much smaller length requirement. They can range anywhere from 1 page to as many as 30 pages depending on the journal guidelines – making them more accessible for readers who are seeking concise summaries with quick insights into topics. On the contrary, research papers tend to be longer documents that delve deeper into an issue by providing extensive background information; detailed analysis; arguments bolstered by sources such as peer-reviewed journals or interviews; conclusion sections tying up any loose ends etc.

• Research Papers: Longer documents which provide extensive coverage about an issue.
• Articles: Short pieces covering high level overviews without going too deep.

When it comes down to writing styles used for these two types of documents – Authors generally follow formal academic language while creating research paper whereas article writers tend to use more casual tones in order to appeal wider audience groups. Additionally authors will often adopt conversational elements like anecdotes when crafting articles so that readers can get better understanding about specific points being discussed within context.

Formal vs. Informal Study: A Critical Analysis The choice between conducting a formal or informal study may be difficult for researchers due to the advantages and drawbacks of each approach. Depending on their research topic, scientists must carefully weigh up the pros and cons before deciding which course of action is most suitable for them.

A formal study , as conducted in many research papers and articles, often requires more time-consuming effort from researchers than an informal one because it involves using specific methodologies such as surveys, interviews, experiments etc., gathering quantitative data that needs to be statistically analyzed by employing reliable statistical methods. On the other hand, a formal investigation allows researchers to obtain objective information from well-defined populations about predetermined variables through systematic procedures that can yield precise results with larger external validity – making it possible to make generalizations beyond those studied in this particular case.

Conversely, an informal study , also known as participant observation or field work requires less structured approaches where collecting qualitative data is usually achieved via conversations with informants instead of strict instrumentations; thus allowing greater interaction between researcher and subjects resulting in increased understanding of contextually situated phenomena within its natural setting rather than artificially created ones used in laboratories’ studies – leading to deeper insights into complex social processes . Also noteworthy is its lower financial cost when compared against highly expensive equipment needed for undertaking large scale scientific investigations.. However despite yielding valuable first person accounts which might not have been obtained elsewhere , such observations are sometimes criticized due challenges related accuracy given reliance on subjective interpretations while generating evidence without significant use of control variables .

Selecting the Optimal Approach for Academic Assignments When it comes to completing academic assignments, there are various approaches one can take. In order to ensure success and optimal results, it is important that students consider all of their options carefully before making a choice.

Research papers often require extensive research and careful consideration when selecting an approach. Using primary sources such as books or peer-reviewed articles may be more reliable in comparison to secondary sources such as websites or blogs which are usually less credible due to lack of credibility checks by professionals within the field. Additionally, data analysis can help strengthen arguments while also adding clarity to any work produced during the course of completion; however, understanding how best utilize this analytical tool effectively requires additional practice and experience on behalf of the student undertaking it. For research articles, detailed knowledge about particular topics may lead towards better outcomes but general familiarity with content areas is sufficient enough for success here too. The key lies in being able identify appropriate methods quickly through use critical thinking skills coupled with clear objectives pertaining specifically each assignment itself at hand prior its execution – this way mistakes are avoided thus delivering quality results each time..

Comparative Analyses of Scholarly Outputs

• Scholarly output, such as research papers and articles, are subject to scrutiny when attempting to make comparisons.
• Due to the differences between these two types of outputs, it can be difficult or impossible to achieve a true comparison.

Comparing scholarly outputs is not always possible due to their distinct forms. Research papers typically have more depth than an article on the same topic which may mean that even though both documents might discuss similar topics in some aspects they will differ greatly in others. Furthermore, the format of each type of document contributes further complexities; for example, a research paper is often much longer and requires extensive background information before any conclusions can be drawn while articles tend towards presenting results with little room left for interpretation. The style used by authors also adds difficulty; many times research papers include complex jargon necessary for understanding specific points whereas an article strives for simplicity so its target audience can comprehend all material without excessive effort. These limitations prevent proper analysis from being done since one piece could provide certain details while another provides only bits related thereto leading readers into confusion if attempting to compare them directly despite intentions otherwise. It then becomes clear that academic pieces should instead remain separate entities rather than compared against each other since doing so would lead only too frustration given current constraints therein found.

Exploring the Similarities and Differences Between Academic Writings

As our understanding of academic writings continues to evolve, so too must our appreciation for both their similarities and differences. From research papers to research articles, it is important to consider how each one contributes unique insight into a given topic or issue.

The research paper and research article may look similar on the surface, but upon closer inspection one can see significant differences in their format, purpose, and audience. The key distinctions between these two forms of written work are scope of content covered, type of analysis used to draw conclusions or develop knowledge from data or evidence presented, and intended readership. Ultimately, understanding the essential characteristics that distinguish a research paper from a research article is beneficial for anyone who produces such texts as it will help them craft an effective product that aligns with its desired purposes.

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A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles

Edward barroga.

1 Department of General Education, Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan.

Glafera Janet Matanguihan

2 Department of Biological Sciences, Messiah University, Mechanicsburg, PA, USA.

The development of research questions and the subsequent hypotheses are prerequisites to defining the main research purpose and specific objectives of a study. Consequently, these objectives determine the study design and research outcome. The development of research questions is a process based on knowledge of current trends, cutting-edge studies, and technological advances in the research field. Excellent research questions are focused and require a comprehensive literature search and in-depth understanding of the problem being investigated. Initially, research questions may be written as descriptive questions which could be developed into inferential questions. These questions must be specific and concise to provide a clear foundation for developing hypotheses. Hypotheses are more formal predictions about the research outcomes. These specify the possible results that may or may not be expected regarding the relationship between groups. Thus, research questions and hypotheses clarify the main purpose and specific objectives of the study, which in turn dictate the design of the study, its direction, and outcome. Studies developed from good research questions and hypotheses will have trustworthy outcomes with wide-ranging social and health implications.

INTRODUCTION

Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses. 1 , 2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results. 3 , 4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the inception of novel studies and the ethical testing of ideas. 5 , 6

It is crucial to have knowledge of both quantitative and qualitative research 2 as both types of research involve writing research questions and hypotheses. 7 However, these crucial elements of research are sometimes overlooked; if not overlooked, then framed without the forethought and meticulous attention it needs. Planning and careful consideration are needed when developing quantitative or qualitative research, particularly when conceptualizing research questions and hypotheses. 4

There is a continuing need to support researchers in the creation of innovative research questions and hypotheses, as well as for journal articles that carefully review these elements. 1 When research questions and hypotheses are not carefully thought of, unethical studies and poor outcomes usually ensue. Carefully formulated research questions and hypotheses define well-founded objectives, which in turn determine the appropriate design, course, and outcome of the study. This article then aims to discuss in detail the various aspects of crafting research questions and hypotheses, with the goal of guiding researchers as they develop their own. Examples from the authors and peer-reviewed scientific articles in the healthcare field are provided to illustrate key points.

DEFINITIONS AND RELATIONSHIP OF RESEARCH QUESTIONS AND HYPOTHESES

A research question is what a study aims to answer after data analysis and interpretation. The answer is written in length in the discussion section of the paper. Thus, the research question gives a preview of the different parts and variables of the study meant to address the problem posed in the research question. 1 An excellent research question clarifies the research writing while facilitating understanding of the research topic, objective, scope, and limitations of the study. 5

On the other hand, a research hypothesis is an educated statement of an expected outcome. This statement is based on background research and current knowledge. 8 , 9 The research hypothesis makes a specific prediction about a new phenomenon 10 or a formal statement on the expected relationship between an independent variable and a dependent variable. 3 , 11 It provides a tentative answer to the research question to be tested or explored. 4

Hypotheses employ reasoning to predict a theory-based outcome. 10 These can also be developed from theories by focusing on components of theories that have not yet been observed. 10 The validity of hypotheses is often based on the testability of the prediction made in a reproducible experiment. 8

Conversely, hypotheses can also be rephrased as research questions. Several hypotheses based on existing theories and knowledge may be needed to answer a research question. Developing ethical research questions and hypotheses creates a research design that has logical relationships among variables. These relationships serve as a solid foundation for the conduct of the study. 4 , 11 Haphazardly constructed research questions can result in poorly formulated hypotheses and improper study designs, leading to unreliable results. Thus, the formulations of relevant research questions and verifiable hypotheses are crucial when beginning research. 12

CHARACTERISTICS OF GOOD RESEARCH QUESTIONS AND HYPOTHESES

Excellent research questions are specific and focused. These integrate collective data and observations to confirm or refute the subsequent hypotheses. Well-constructed hypotheses are based on previous reports and verify the research context. These are realistic, in-depth, sufficiently complex, and reproducible. More importantly, these hypotheses can be addressed and tested. 13

There are several characteristics of well-developed hypotheses. Good hypotheses are 1) empirically testable 7 , 10 , 11 , 13 ; 2) backed by preliminary evidence 9 ; 3) testable by ethical research 7 , 9 ; 4) based on original ideas 9 ; 5) have evidenced-based logical reasoning 10 ; and 6) can be predicted. 11 Good hypotheses can infer ethical and positive implications, indicating the presence of a relationship or effect relevant to the research theme. 7 , 11 These are initially developed from a general theory and branch into specific hypotheses by deductive reasoning. In the absence of a theory to base the hypotheses, inductive reasoning based on specific observations or findings form more general hypotheses. 10

TYPES OF RESEARCH QUESTIONS AND HYPOTHESES

Research questions and hypotheses are developed according to the type of research, which can be broadly classified into quantitative and qualitative research. We provide a summary of the types of research questions and hypotheses under quantitative and qualitative research categories in Table 1 .

Research questions in quantitative research

In quantitative research, research questions inquire about the relationships among variables being investigated and are usually framed at the start of the study. These are precise and typically linked to the subject population, dependent and independent variables, and research design. 1 Research questions may also attempt to describe the behavior of a population in relation to one or more variables, or describe the characteristics of variables to be measured ( descriptive research questions ). 1 , 5 , 14 These questions may also aim to discover differences between groups within the context of an outcome variable ( comparative research questions ), 1 , 5 , 14 or elucidate trends and interactions among variables ( relationship research questions ). 1 , 5 We provide examples of descriptive, comparative, and relationship research questions in quantitative research in Table 2 .

Hypotheses in quantitative research

In quantitative research, hypotheses predict the expected relationships among variables. 15 Relationships among variables that can be predicted include 1) between a single dependent variable and a single independent variable ( simple hypothesis ) or 2) between two or more independent and dependent variables ( complex hypothesis ). 4 , 11 Hypotheses may also specify the expected direction to be followed and imply an intellectual commitment to a particular outcome ( directional hypothesis ) 4 . On the other hand, hypotheses may not predict the exact direction and are used in the absence of a theory, or when findings contradict previous studies ( non-directional hypothesis ). 4 In addition, hypotheses can 1) define interdependency between variables ( associative hypothesis ), 4 2) propose an effect on the dependent variable from manipulation of the independent variable ( causal hypothesis ), 4 3) state a negative relationship between two variables ( null hypothesis ), 4 , 11 , 15 4) replace the working hypothesis if rejected ( alternative hypothesis ), 15 explain the relationship of phenomena to possibly generate a theory ( working hypothesis ), 11 5) involve quantifiable variables that can be tested statistically ( statistical hypothesis ), 11 6) or express a relationship whose interlinks can be verified logically ( logical hypothesis ). 11 We provide examples of simple, complex, directional, non-directional, associative, causal, null, alternative, working, statistical, and logical hypotheses in quantitative research, as well as the definition of quantitative hypothesis-testing research in Table 3 .

Research questions in qualitative research

Unlike research questions in quantitative research, research questions in qualitative research are usually continuously reviewed and reformulated. The central question and associated subquestions are stated more than the hypotheses. 15 The central question broadly explores a complex set of factors surrounding the central phenomenon, aiming to present the varied perspectives of participants. 15

There are varied goals for which qualitative research questions are developed. These questions can function in several ways, such as to 1) identify and describe existing conditions ( contextual research question s); 2) describe a phenomenon ( descriptive research questions ); 3) assess the effectiveness of existing methods, protocols, theories, or procedures ( evaluation research questions ); 4) examine a phenomenon or analyze the reasons or relationships between subjects or phenomena ( explanatory research questions ); or 5) focus on unknown aspects of a particular topic ( exploratory research questions ). 5 In addition, some qualitative research questions provide new ideas for the development of theories and actions ( generative research questions ) or advance specific ideologies of a position ( ideological research questions ). 1 Other qualitative research questions may build on a body of existing literature and become working guidelines ( ethnographic research questions ). Research questions may also be broadly stated without specific reference to the existing literature or a typology of questions ( phenomenological research questions ), may be directed towards generating a theory of some process ( grounded theory questions ), or may address a description of the case and the emerging themes ( qualitative case study questions ). 15 We provide examples of contextual, descriptive, evaluation, explanatory, exploratory, generative, ideological, ethnographic, phenomenological, grounded theory, and qualitative case study research questions in qualitative research in Table 4 , and the definition of qualitative hypothesis-generating research in Table 5 .

Qualitative studies usually pose at least one central research question and several subquestions starting with How or What . These research questions use exploratory verbs such as explore or describe . These also focus on one central phenomenon of interest, and may mention the participants and research site. 15

Hypotheses in qualitative research

Hypotheses in qualitative research are stated in the form of a clear statement concerning the problem to be investigated. Unlike in quantitative research where hypotheses are usually developed to be tested, qualitative research can lead to both hypothesis-testing and hypothesis-generating outcomes. 2 When studies require both quantitative and qualitative research questions, this suggests an integrative process between both research methods wherein a single mixed-methods research question can be developed. 1

FRAMEWORKS FOR DEVELOPING RESEARCH QUESTIONS AND HYPOTHESES

Research questions followed by hypotheses should be developed before the start of the study. 1 , 12 , 14 It is crucial to develop feasible research questions on a topic that is interesting to both the researcher and the scientific community. This can be achieved by a meticulous review of previous and current studies to establish a novel topic. Specific areas are subsequently focused on to generate ethical research questions. The relevance of the research questions is evaluated in terms of clarity of the resulting data, specificity of the methodology, objectivity of the outcome, depth of the research, and impact of the study. 1 , 5 These aspects constitute the FINER criteria (i.e., Feasible, Interesting, Novel, Ethical, and Relevant). 1 Clarity and effectiveness are achieved if research questions meet the FINER criteria. In addition to the FINER criteria, Ratan et al. described focus, complexity, novelty, feasibility, and measurability for evaluating the effectiveness of research questions. 14

The PICOT and PEO frameworks are also used when developing research questions. 1 The following elements are addressed in these frameworks, PICOT: P-population/patients/problem, I-intervention or indicator being studied, C-comparison group, O-outcome of interest, and T-timeframe of the study; PEO: P-population being studied, E-exposure to preexisting conditions, and O-outcome of interest. 1 Research questions are also considered good if these meet the “FINERMAPS” framework: Feasible, Interesting, Novel, Ethical, Relevant, Manageable, Appropriate, Potential value/publishable, and Systematic. 14

As we indicated earlier, research questions and hypotheses that are not carefully formulated result in unethical studies or poor outcomes. To illustrate this, we provide some examples of ambiguous research question and hypotheses that result in unclear and weak research objectives in quantitative research ( Table 6 ) 16 and qualitative research ( Table 7 ) 17 , and how to transform these ambiguous research question(s) and hypothesis(es) into clear and good statements.

a These statements were composed for comparison and illustrative purposes only.

b These statements are direct quotes from Higashihara and Horiuchi. 16

a This statement is a direct quote from Shimoda et al. 17

The other statements were composed for comparison and illustrative purposes only.

CONSTRUCTING RESEARCH QUESTIONS AND HYPOTHESES

To construct effective research questions and hypotheses, it is very important to 1) clarify the background and 2) identify the research problem at the outset of the research, within a specific timeframe. 9 Then, 3) review or conduct preliminary research to collect all available knowledge about the possible research questions by studying theories and previous studies. 18 Afterwards, 4) construct research questions to investigate the research problem. Identify variables to be accessed from the research questions 4 and make operational definitions of constructs from the research problem and questions. Thereafter, 5) construct specific deductive or inductive predictions in the form of hypotheses. 4 Finally, 6) state the study aims . This general flow for constructing effective research questions and hypotheses prior to conducting research is shown in Fig. 1 .

Research questions are used more frequently in qualitative research than objectives or hypotheses. 3 These questions seek to discover, understand, explore or describe experiences by asking “What” or “How.” The questions are open-ended to elicit a description rather than to relate variables or compare groups. The questions are continually reviewed, reformulated, and changed during the qualitative study. 3 Research questions are also used more frequently in survey projects than hypotheses in experiments in quantitative research to compare variables and their relationships.

Hypotheses are constructed based on the variables identified and as an if-then statement, following the template, ‘If a specific action is taken, then a certain outcome is expected.’ At this stage, some ideas regarding expectations from the research to be conducted must be drawn. 18 Then, the variables to be manipulated (independent) and influenced (dependent) are defined. 4 Thereafter, the hypothesis is stated and refined, and reproducible data tailored to the hypothesis are identified, collected, and analyzed. 4 The hypotheses must be testable and specific, 18 and should describe the variables and their relationships, the specific group being studied, and the predicted research outcome. 18 Hypotheses construction involves a testable proposition to be deduced from theory, and independent and dependent variables to be separated and measured separately. 3 Therefore, good hypotheses must be based on good research questions constructed at the start of a study or trial. 12

In summary, research questions are constructed after establishing the background of the study. Hypotheses are then developed based on the research questions. Thus, it is crucial to have excellent research questions to generate superior hypotheses. In turn, these would determine the research objectives and the design of the study, and ultimately, the outcome of the research. 12 Algorithms for building research questions and hypotheses are shown in Fig. 2 for quantitative research and in Fig. 3 for qualitative research.

EXAMPLES OF RESEARCH QUESTIONS FROM PUBLISHED ARTICLES

• EXAMPLE 1. Descriptive research question (quantitative research)
• - Presents research variables to be assessed (distinct phenotypes and subphenotypes)
• “BACKGROUND: Since COVID-19 was identified, its clinical and biological heterogeneity has been recognized. Identifying COVID-19 phenotypes might help guide basic, clinical, and translational research efforts.
• RESEARCH QUESTION: Does the clinical spectrum of patients with COVID-19 contain distinct phenotypes and subphenotypes? ” 19
• EXAMPLE 2. Relationship research question (quantitative research)
• - Shows interactions between dependent variable (static postural control) and independent variable (peripheral visual field loss)
• “Background: Integration of visual, vestibular, and proprioceptive sensations contributes to postural control. People with peripheral visual field loss have serious postural instability. However, the directional specificity of postural stability and sensory reweighting caused by gradual peripheral visual field loss remain unclear.
• Research question: What are the effects of peripheral visual field loss on static postural control ?” 20
• EXAMPLE 3. Comparative research question (quantitative research)
• - Clarifies the difference among groups with an outcome variable (patients enrolled in COMPERA with moderate PH or severe PH in COPD) and another group without the outcome variable (patients with idiopathic pulmonary arterial hypertension (IPAH))
• “BACKGROUND: Pulmonary hypertension (PH) in COPD is a poorly investigated clinical condition.
• RESEARCH QUESTION: Which factors determine the outcome of PH in COPD?
• STUDY DESIGN AND METHODS: We analyzed the characteristics and outcome of patients enrolled in the Comparative, Prospective Registry of Newly Initiated Therapies for Pulmonary Hypertension (COMPERA) with moderate or severe PH in COPD as defined during the 6th PH World Symposium who received medical therapy for PH and compared them with patients with idiopathic pulmonary arterial hypertension (IPAH) .” 21
• EXAMPLE 4. Exploratory research question (qualitative research)
• - Explores areas that have not been fully investigated (perspectives of families and children who receive care in clinic-based child obesity treatment) to have a deeper understanding of the research problem
• “Problem: Interventions for children with obesity lead to only modest improvements in BMI and long-term outcomes, and data are limited on the perspectives of families of children with obesity in clinic-based treatment. This scoping review seeks to answer the question: What is known about the perspectives of families and children who receive care in clinic-based child obesity treatment? This review aims to explore the scope of perspectives reported by families of children with obesity who have received individualized outpatient clinic-based obesity treatment.” 22
• EXAMPLE 5. Relationship research question (quantitative research)
• - Defines interactions between dependent variable (use of ankle strategies) and independent variable (changes in muscle tone)
• “Background: To maintain an upright standing posture against external disturbances, the human body mainly employs two types of postural control strategies: “ankle strategy” and “hip strategy.” While it has been reported that the magnitude of the disturbance alters the use of postural control strategies, it has not been elucidated how the level of muscle tone, one of the crucial parameters of bodily function, determines the use of each strategy. We have previously confirmed using forward dynamics simulations of human musculoskeletal models that an increased muscle tone promotes the use of ankle strategies. The objective of the present study was to experimentally evaluate a hypothesis: an increased muscle tone promotes the use of ankle strategies. Research question: Do changes in the muscle tone affect the use of ankle strategies ?” 23

EXAMPLES OF HYPOTHESES IN PUBLISHED ARTICLES

• EXAMPLE 1. Working hypothesis (quantitative research)
• - A hypothesis that is initially accepted for further research to produce a feasible theory
• “As fever may have benefit in shortening the duration of viral illness, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response when taken during the early stages of COVID-19 illness .” 24
• “In conclusion, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response . The difference in perceived safety of these agents in COVID-19 illness could be related to the more potent efficacy to reduce fever with ibuprofen compared to acetaminophen. Compelling data on the benefit of fever warrant further research and review to determine when to treat or withhold ibuprofen for early stage fever for COVID-19 and other related viral illnesses .” 24
• EXAMPLE 2. Exploratory hypothesis (qualitative research)
• - Explores particular areas deeper to clarify subjective experience and develop a formal hypothesis potentially testable in a future quantitative approach
• “We hypothesized that when thinking about a past experience of help-seeking, a self distancing prompt would cause increased help-seeking intentions and more favorable help-seeking outcome expectations .” 25
• “Conclusion
• Although a priori hypotheses were not supported, further research is warranted as results indicate the potential for using self-distancing approaches to increasing help-seeking among some people with depressive symptomatology.” 25
• EXAMPLE 3. Hypothesis-generating research to establish a framework for hypothesis testing (qualitative research)
• “We hypothesize that compassionate care is beneficial for patients (better outcomes), healthcare systems and payers (lower costs), and healthcare providers (lower burnout). ” 26
• Compassionomics is the branch of knowledge and scientific study of the effects of compassionate healthcare. Our main hypotheses are that compassionate healthcare is beneficial for (1) patients, by improving clinical outcomes, (2) healthcare systems and payers, by supporting financial sustainability, and (3) HCPs, by lowering burnout and promoting resilience and well-being. The purpose of this paper is to establish a scientific framework for testing the hypotheses above . If these hypotheses are confirmed through rigorous research, compassionomics will belong in the science of evidence-based medicine, with major implications for all healthcare domains.” 26
• EXAMPLE 4. Statistical hypothesis (quantitative research)
• - An assumption is made about the relationship among several population characteristics ( gender differences in sociodemographic and clinical characteristics of adults with ADHD ). Validity is tested by statistical experiment or analysis ( chi-square test, Students t-test, and logistic regression analysis)
• “Our research investigated gender differences in sociodemographic and clinical characteristics of adults with ADHD in a Japanese clinical sample. Due to unique Japanese cultural ideals and expectations of women's behavior that are in opposition to ADHD symptoms, we hypothesized that women with ADHD experience more difficulties and present more dysfunctions than men . We tested the following hypotheses: first, women with ADHD have more comorbidities than men with ADHD; second, women with ADHD experience more social hardships than men, such as having less full-time employment and being more likely to be divorced.” 27
• “Statistical Analysis
• ( text omitted ) Between-gender comparisons were made using the chi-squared test for categorical variables and Students t-test for continuous variables…( text omitted ). A logistic regression analysis was performed for employment status, marital status, and comorbidity to evaluate the independent effects of gender on these dependent variables.” 27

EXAMPLES OF HYPOTHESIS AS WRITTEN IN PUBLISHED ARTICLES IN RELATION TO OTHER PARTS

• EXAMPLE 1. Background, hypotheses, and aims are provided
• “Pregnant women need skilled care during pregnancy and childbirth, but that skilled care is often delayed in some countries …( text omitted ). The focused antenatal care (FANC) model of WHO recommends that nurses provide information or counseling to all pregnant women …( text omitted ). Job aids are visual support materials that provide the right kind of information using graphics and words in a simple and yet effective manner. When nurses are not highly trained or have many work details to attend to, these job aids can serve as a content reminder for the nurses and can be used for educating their patients (Jennings, Yebadokpo, Affo, & Agbogbe, 2010) ( text omitted ). Importantly, additional evidence is needed to confirm how job aids can further improve the quality of ANC counseling by health workers in maternal care …( text omitted )” 28
• “ This has led us to hypothesize that the quality of ANC counseling would be better if supported by job aids. Consequently, a better quality of ANC counseling is expected to produce higher levels of awareness concerning the danger signs of pregnancy and a more favorable impression of the caring behavior of nurses .” 28
• “This study aimed to examine the differences in the responses of pregnant women to a job aid-supported intervention during ANC visit in terms of 1) their understanding of the danger signs of pregnancy and 2) their impression of the caring behaviors of nurses to pregnant women in rural Tanzania.” 28
• EXAMPLE 2. Background, hypotheses, and aims are provided
• “We conducted a two-arm randomized controlled trial (RCT) to evaluate and compare changes in salivary cortisol and oxytocin levels of first-time pregnant women between experimental and control groups. The women in the experimental group touched and held an infant for 30 min (experimental intervention protocol), whereas those in the control group watched a DVD movie of an infant (control intervention protocol). The primary outcome was salivary cortisol level and the secondary outcome was salivary oxytocin level.” 29
• “ We hypothesize that at 30 min after touching and holding an infant, the salivary cortisol level will significantly decrease and the salivary oxytocin level will increase in the experimental group compared with the control group .” 29
• EXAMPLE 3. Background, aim, and hypothesis are provided
• “In countries where the maternal mortality ratio remains high, antenatal education to increase Birth Preparedness and Complication Readiness (BPCR) is considered one of the top priorities [1]. BPCR includes birth plans during the antenatal period, such as the birthplace, birth attendant, transportation, health facility for complications, expenses, and birth materials, as well as family coordination to achieve such birth plans. In Tanzania, although increasing, only about half of all pregnant women attend an antenatal clinic more than four times [4]. Moreover, the information provided during antenatal care (ANC) is insufficient. In the resource-poor settings, antenatal group education is a potential approach because of the limited time for individual counseling at antenatal clinics.” 30
• “This study aimed to evaluate an antenatal group education program among pregnant women and their families with respect to birth-preparedness and maternal and infant outcomes in rural villages of Tanzania.” 30
• “ The study hypothesis was if Tanzanian pregnant women and their families received a family-oriented antenatal group education, they would (1) have a higher level of BPCR, (2) attend antenatal clinic four or more times, (3) give birth in a health facility, (4) have less complications of women at birth, and (5) have less complications and deaths of infants than those who did not receive the education .” 30

Research questions and hypotheses are crucial components to any type of research, whether quantitative or qualitative. These questions should be developed at the very beginning of the study. Excellent research questions lead to superior hypotheses, which, like a compass, set the direction of research, and can often determine the successful conduct of the study. Many research studies have floundered because the development of research questions and subsequent hypotheses was not given the thought and meticulous attention needed. The development of research questions and hypotheses is an iterative process based on extensive knowledge of the literature and insightful grasp of the knowledge gap. Focused, concise, and specific research questions provide a strong foundation for constructing hypotheses which serve as formal predictions about the research outcomes. Research questions and hypotheses are crucial elements of research that should not be overlooked. They should be carefully thought of and constructed when planning research. This avoids unethical studies and poor outcomes by defining well-founded objectives that determine the design, course, and outcome of the study.

Disclosure: The authors have no potential conflicts of interest to disclose.

Author Contributions:

• Conceptualization: Barroga E, Matanguihan GJ.
• Methodology: Barroga E, Matanguihan GJ.
• Writing - original draft: Barroga E, Matanguihan GJ.
• Writing - review & editing: Barroga E, Matanguihan GJ.

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Paper: To understand cognition—and its dysfunction—neuroscientists must learn its rhythms

Thought emerges and is controlled in the brain via the rhythmically and spatially coordinated activity of millions of neurons, scientists argue in a new article. Understanding cognition and its disorders requires studying it at that level.

It could be very informative to observe the pixels on your phone under a microscope, but not if your goal is to understand what a whole video on the screen shows. Cognition is much the same kind of emergent property in the brain . It can only be understood by observing how millions of cells act in coordination, argues a trio of MIT neuroscientists. In a new article , they lay out a framework for understanding how thought arises from the coordination of neural activity driven by oscillating electric fields—also known as brain “waves” or “rhythms.”

Historically dismissed solely as byproducts of neural activity, brain rhythms are actually critical for organizing it, write Picower Professor Earl Miller and research scientists Scott Brincat and Jefferson Roy in Current Opinion in Behavioral Science . And while neuroscientists have gained tremendous knowledge from studying how individual brain cells connect and how and when they emit “spikes” to send impulses through specific circuits, there is also a need to appreciate and apply new concepts at the brain rhythm scale, which can span individual, or even multiple, brain regions.

“Spiking and anatomy are important but there is more going on in the brain above and beyond that,” said senior author Miller, a faculty member in The Picower Institute for Learning and Memory and the Department of Brain and Cognitive Sciences at MIT. “There’s a whole lot of functionality taking place at a higher level, especially cognition.”

The stakes of studying the brain at that scale, the authors write, might not only include understanding healthy higher-level function but also how those functions become disrupted in disease.

“Many neurological and psychiatric disorders, such as schizophrenia, epilepsy and Parkinson’s involve disruption of emergent properties like neural synchrony,” they write. “We anticipate that understanding how to interpret and interface with these emergent properties will be critical for developing effective treatments as well as understanding cognition.”

The emergence of thoughts

The bridge between the scale of individual neurons and the broader-scale coordination of many cells is founded on electric fields, the researchers write. Via a phenomenon called “ephaptic coupling,” the electrical field generated by the activity of a neuron can influence the voltage of neighboring neurons, creating an alignment among them. In this way, electric fields both reflect neural activity but also influence it. In a paper in 2022 , Miller and colleagues showed via experiments and computational modeling that the information encoded in the electric fields generated by ensembles of neurons can be read out more reliably than the information encoded by the spikes of individual cells. In 2023 Miller’s lab provided evidence that rhythmic electrical fields may coordinate memories between regions.

At this larger scale, in which rhythmic electric fields carry information between brain regions, Miller’s lab has published numerous studies showing that lower-frequency rhythms in the so-called “beta” band originate in deeper layers of the brain’s cortex and appear to regulate the power of faster-frequency “gamma” rhythms in more superficial layers. By recording neural activity in the brains of animals engaged in working memory games the lab has shown that beta rhythms carry “top down” signals to control when and where gamma rhythms can encode sensory information, such as the images that the animals need to remember in the game.

Some of the lab’s latest evidence suggests that beta rhythms apply this control of cognitive processes to physical patches of the cortex, essentially acting like stencils that pattern where and when gamma can encode sensory information into memory, or retrieve it. According to this theory, which Miller calls “ Spatial Computing ,” beta can thereby establish the general rules of a task (for instance, the back and forth turns required to open a combination lock), even as the specific information content may change (for instance, new numbers when the combination changes). More generally, this structure also enables neurons to flexibly encode more than one kind of information at a time, the authors write, a widely observed neural property called “mixed selectivity.” For instance, a neuron encoding a number of the lock combination can also be assigned, based on which beta-stenciled patch it is in, the particular step of the unlocking process that the number matters for.

In the new study Miller, Brincat and Roy suggest another advantage consistent with cognitive control being based on an interplay of large-scale coordinated rhythmic activity: “Subspace coding.” This idea postulates that brain rhythms organize the otherwise massive number of possible outcomes that could result from, say, 1,000 neurons engaging in independent spiking activity. Instead of all the many combinatorial possibilities, many fewer “subspaces” of activity actually arise, because neurons are coordinated, rather than independent. It is as if the spiking of neurons is like a flock of birds coordinating their movements.  Different phases and frequencies of brain rhythms provide this coordination, aligned to amplify each other, or offset to prevent interference. For instance, if a piece of sensory information needs to be remembered, neural activity representing it can be protected from interference when new sensory information is perceived.

“Thus the organization of neural responses into subspaces can both segregate and integrate information,” the authors write.

The power of brain rhythms to coordinate and organize information processing in the brain is what enables functional cognition to emerge at that scale, the authors write. Understanding cognition in the brain, therefore, requires studying rhythms.

“Studying individual neural components in isolation—individual neurons and synapses—has made enormous contributions to our understanding of the brain and remains important,” the authors conclude. “However, it’s becoming increasingly clear that, to fully capture the brain’s complexity, those components must be analyzed in concert to identify, study, and relate their emergent properties.”

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• 15 April 2024

Revealed: the ten research papers that policy documents cite most

• Dalmeet Singh Chawla 0

Dalmeet Singh Chawla is a freelance science journalist based in London.

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Policymakers often work behind closed doors — but the documents they produce offer clues about the research that influences them. Credit: Stefan Rousseau/Getty

When David Autor co-wrote a paper on how computerization affects job skill demands more than 20 years ago, a journal took 18 months to consider it — only to reject it after review. He went on to submit it to The Quarterly Journal of Economics , which eventually published the work 1 in November 2003.

Autor’s paper is now the third most cited in policy documents worldwide, according to an analysis of data provided exclusively to Nature . It has accumulated around 1,100 citations in policy documents, show figures from the London-based firm Overton (see ‘The most-cited papers in policy’), which maintains a database of more than 12 million policy documents, think-tank papers, white papers and guidelines.

“I thought it was destined to be quite an obscure paper,” recalls Autor, a public-policy scholar and economist at the Massachusetts Institute of Technology in Cambridge. “I’m excited that a lot of people are citing it.”

The most-cited papers in policy

Economics papers dominate the top ten papers that policy documents reference most.

Data from Sage Policy Profiles as of 15 April 2024

The top ten most cited papers in policy documents are dominated by economics research; the number one most referenced study has around 1,300 citations. When economics studies are excluded, a 1997 Nature paper 2 about Earth’s ecosystem services and natural capital is second on the list, with more than 900 policy citations. The paper has also garnered more than 32,000 references from other studies, according to Google Scholar. Other highly cited non-economics studies include works on planetary boundaries, sustainable foods and the future of employment (see ‘Most-cited papers — excluding economics research’).

These lists provide insight into the types of research that politicians pay attention to, but policy citations don’t necessarily imply impact or influence, and Overton’s database has a bias towards documents published in English.

Interdisciplinary impact

Overton usually charges a licence fee to access its citation data. But last year, the firm worked with the London-based publisher Sage to release a free web-based tool that allows any researcher to find out how many times policy documents have cited their papers or mention their names. Overton and Sage said they created the tool, called Sage Policy Profiles, to help researchers to demonstrate the impact or influence their work might be having on policy. This can be useful for researchers during promotion or tenure interviews and in grant applications.

Autor thinks his study stands out because his paper was different from what other economists were writing at the time. It suggested that ‘middle-skill’ work, typically done in offices or factories by people who haven’t attended university, was going to be largely automated, leaving workers with either highly skilled jobs or manual work. “It has stood the test of time,” he says, “and it got people to focus on what I think is the right problem.” That topic is just as relevant today, Autor says, especially with the rise of artificial intelligence.

Most-cited papers — excluding economics research

When economics studies are excluded, the research papers that policy documents most commonly reference cover topics including climate change and nutrition.

Walter Willett, an epidemiologist and food scientist at the Harvard T.H. Chan School of Public Health in Boston, Massachusetts, thinks that interdisciplinary teams are most likely to gain a lot of policy citations. He co-authored a paper on the list of most cited non-economics studies: a 2019 work 3 that was part of a Lancet commission to investigate how to feed the global population a healthy and environmentally sustainable diet by 2050 and has accumulated more than 600 policy citations.

“I think it had an impact because it was clearly a multidisciplinary effort,” says Willett. The work was co-authored by 37 scientists from 17 countries. The team included researchers from disciplines including food science, health metrics, climate change, ecology and evolution and bioethics. “None of us could have done this on our own. It really did require working with people outside our fields.”

Sverker Sörlin, an environmental historian at the KTH Royal Institute of Technology in Stockholm, agrees that papers with a diverse set of authors often attract more policy citations. “It’s the combined effect that is often the key to getting more influence,” he says.

Has your research influenced policy? Use this free tool to check

Sörlin co-authored two papers in the list of top ten non-economics papers. One of those is a 2015 Science paper 4 on planetary boundaries — a concept defining the environmental limits in which humanity can develop and thrive — which has attracted more than 750 policy citations. Sörlin thinks one reason it has been popular is that it’s a sequel to a 2009 Nature paper 5 he co-authored on the same topic, which has been cited by policy documents 575 times.

Although policy citations don’t necessarily imply influence, Willett has seen evidence that his paper is prompting changes in policy. He points to Denmark as an example, noting that the nation is reformatting its dietary guidelines in line with the study’s recommendations. “I certainly can’t say that this document is the only thing that’s changing their guidelines,” he says. But “this gave it the support and credibility that allowed them to go forward”.

Broad brush

Peter Gluckman, who was the chief science adviser to the prime minister of New Zealand between 2009 and 2018, is not surprised by the lists. He expects policymakers to refer to broad-brush papers rather than those reporting on incremental advances in a field.

Gluckman, a paediatrician and biomedical scientist at the University of Auckland in New Zealand, notes that it’s important to consider the context in which papers are being cited, because studies reporting controversial findings sometimes attract many citations. He also warns that the list is probably not comprehensive: many policy papers are not easily accessible to tools such as Overton, which uses text mining to compile data, and so will not be included in the database.

The top 100 papers

“The thing that worries me most is the age of the papers that are involved,” Gluckman says. “Does that tell us something about just the way the analysis is done or that relatively few papers get heavily used in policymaking?”

Gluckman says it’s strange that some recent work on climate change, food security, social cohesion and similar areas hasn’t made it to the non-economics list. “Maybe it’s just because they’re not being referred to,” he says, or perhaps that work is cited, in turn, in the broad-scope papers that are most heavily referenced in policy documents.

As for Sage Policy Profiles, Gluckman says it’s always useful to get an idea of which studies are attracting attention from policymakers, but he notes that studies often take years to influence policy. “Yet the average academic is trying to make a claim here and now that their current work is having an impact,” he adds. “So there’s a disconnect there.”

Willett thinks policy citations are probably more important than scholarly citations in other papers. “In the end, we don’t want this to just sit on an academic shelf.”

doi: https://doi.org/10.1038/d41586-024-00660-1

Autor, D. H., Levy, F. & Murnane, R. J. Q. J. Econ. 118 , 1279–1333 (2003).

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AI Index: State of AI in 13 Charts

In the new report, foundation models dominate, benchmarks fall, prices skyrocket, and on the global stage, the U.S. overshadows.

This year’s AI Index — a 500-page report tracking 2023’s worldwide trends in AI — is out.

The index is an independent initiative at the Stanford Institute for Human-Centered Artificial Intelligence (HAI), led by the AI Index Steering Committee, an interdisciplinary group of experts from across academia and industry. This year’s report covers the rise of multimodal foundation models, major cash investments into generative AI, new performance benchmarks, shifting global opinions, and new major regulations.

Don’t have an afternoon to pore through the findings? Check out the high level here.

A Move Toward Open-Sourced

This past year, organizations released 149 foundation models, more than double the number released in 2022. Of these newly released models, 65.7% were open-source (meaning they can be freely used and modified by anyone), compared with only 44.4% in 2022 and 33.3% in 2021.

But At a Cost of Performance?

Closed-source models still outperform their open-sourced counterparts. On 10 selected benchmarks, closed models achieved a median performance advantage of 24.2%, with differences ranging from as little as 4.0% on mathematical tasks like GSM8K to as much as 317.7% on agentic tasks like AgentBench.

Biggest Players

Industry dominates AI, especially in building and releasing foundation models. This past year Google edged out other industry players in releasing the most models, including Gemini and RT-2. In fact, since 2019, Google has led in releasing the most foundation models, with a total of 40, followed by OpenAI with 20. Academia trails industry: This past year, UC Berkeley released three models and Stanford two.

Industry Dwarfs All

If you needed more striking evidence that corporate AI is the only player in the room right now, this should do it. In 2023, industry accounted for 72% of all new foundation models.

Prices Skyrocket

One of the reasons academia and government have been edged out of the AI race: the exponential increase in cost of training these giant models. Google’s Gemini Ultra cost an estimated $191 million worth of compute to train, while OpenAI’s GPT-4 cost an estimated $78 million. In comparison, in 2017, the original Transformer model, which introduced the architecture that underpins virtually every modern LLM, cost around $900.

What AI Race?

At least in terms of notable machine learning models, the United States vastly outpaced other countries in 2023, developing a total of 61 models in 2023. Since 2019, the U.S. has consistently led in originating the majority of notable models, followed by China and the UK.

Move Over, Human

As of 2023, AI has hit human-level performance on many significant AI benchmarks, from those testing reading comprehension to visual reasoning. Still, it falls just short on some benchmarks like competition-level math. Because AI has been blasting past so many standard benchmarks, AI scholars have had to create new and more difficult challenges. This year’s index also tracked several of these new benchmarks, including those for tasks in coding, advanced reasoning, and agentic behavior.

Private Investment Drops (But We See You, GenAI)

While AI private investment has steadily dropped since 2021, generative AI is gaining steam. In 2023, the sector attracted $25.2 billion, nearly ninefold the investment of 2022 and about 30 times the amount from 2019 (call it the ChatGPT effect). Generative AI accounted for over a quarter of all AI-related private investments in 2023.

U.S. Wins $$ Race

And again, in 2023 the United States dominates in AI private investment. In 2023, the $67.2 billion invested in the U.S. was roughly 8.7 times greater than the amount invested in the next highest country, China, and 17.8 times the amount invested in the United Kingdom. That lineup looks the same when zooming out: Cumulatively since 2013, the United States leads investments at $335.2 billion, followed by China with $103.7 billion, and the United Kingdom at $22.3 billion.

Where is Corporate Adoption?

More companies are implementing AI in some part of their business: In surveys, 55% of organizations said they were using AI in 2023, up from 50% in 2022 and 20% in 2017. Businesses report using AI to automate contact centers, personalize content, and acquire new customers. 

Younger and Wealthier People Worry About Jobs

Globally, most people expect AI to change their jobs, and more than a third expect AI to replace them. Younger generations — Gen Z and millennials — anticipate more substantial effects from AI compared with older generations like Gen X and baby boomers. Specifically, 66% of Gen Z compared with 46% of boomer respondents believe AI will significantly affect their current jobs. Meanwhile, individuals with higher incomes, more education, and decision-making roles foresee AI having a great impact on their employment.

While the Commonwealth Worries About AI Products

When asked in a survey about whether AI products and services make you nervous, 69% of Aussies and 65% of Brits said yes. Japan is the least worried about their AI products at 23%.  

Regulation Rallies

More American regulatory agencies are passing regulations to protect citizens and govern the use of AI tools and data. For example, the Copyright Office and the Library of Congress passed copyright registration guidance concerning works that contained material generated by AI, while the Securities and Exchange Commission developed a cybersecurity risk management strategy, governance, and incident disclosure plan. The agencies to pass the most regulation were the Executive Office of the President and the Commerce Department. 

The AI Index was first created to track AI development. The index collaborates with such organizations as LinkedIn, Quid, McKinsey, Studyportals, the Schwartz Reisman Institute, and the International Federation of Robotics to gather the most current research and feature important insights on the AI ecosystem. 

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How to Write a Research Article: A Comprehensive Guide

Writing a Research Article can be an unbelievably daunting task, but it is a vital skill for any researcher or academic. This blog post intends to provide a detailed instruction on how to create a Research Paper. It will delve into the crucial elements of a Research Article, including its format, various types, and how it differs from a Research Paper.   By following the steps provided, you will get vital insights on how to write a well-structured and successful research piece. Whether you are a student, researcher, or professional writer, this article will help you understand the key components required to produce a high-quality Research article. 

Table of Content

What is a research article .

A Research Article is a written document that represents the findings of original and authentic research. It is typically published in a peer-reviewed academic journal and is used to communicate new knowledge and ideas to the research community. Research Articles are often used as a basis for further research and are an essential part of scientific discourse. 

Components of a Research Article 

A Research Article typically consists of the following components: 

• Abstract – A summary of the research article, including the research question, methodology, results, and conclusion. 
• Introduction – This is an explanation of the purpose behind conducting the study, and a summary of the methodology adopted for the research. This section serves as the foundation of the research article and provides the reader with a contextual background for understanding the study’s objectives and methodology. It basically outlines the reason for conducting the research and provides a glimpse of the approach that will be used to answer the research question. 
• Literature Review – This section entails a comprehensive examination of the relevant literature that offers a framework for the research question and presents the existing knowledge on the subject. 
• Methodology – This section explains the study’s research design, data gathering, and analysis methods.  
• Results – A description of the findings of the research. 
• Discussion – An interpretation of the results, including their significance and implications, as well as a discussion of the limitations of the study. 
• Conclusion – A summary of the research findings, their implications, and recommendations for future research. 

Research Article Format 

A Research Article typically follows a standard format including: 

• Title : A clear and concise title that accurately reflects the research question. 
• Authors : A list of authors who contributed to the research. 
• Affiliations : The institutions or organizations that the authors are affiliated with. 
• Abstract : A summary of the research article. 
• Keywords : A list of keywords that describe the research topic. 
• Introduction : A fine background of the research question and a complete overview of the methodology used. 
• Literature Review : A review of the relevant literature. 
• Methodology : A description of the research design, data collection, and analysis methods used. 
• Results : A description of the findings of the research. 
• Discussion : An interpretation of the results and their implications, as well as a discussion of the limitations of the study. 
• Conclusion: A summary of the research findings and recommendations for future research. 

Types of Research Articles 

There are several types of research articles including: 

• Original Research Articles : These are articles that report on original research. 
• Review articles : These are articles that summarize and synthesize the findings of existing research. 
• Case studies : These are articles that describe and analyze a specific case or cases. 
• Short communications : These are brief articles that report on original research. 

Research Article vs Research Paper 

While research articles and Research Papers are often used interchangeably, there are some differences between the two. A research article is typically a formal, peer-reviewed document that presents the findings of original research. A research paper, on the other hand, is a broader term that can refer to any written work that presents the findings of research, including essays, reports, and dissertations. 

Example of a Research Article 

Here is an example of a research article: 

• Title: The effects of exercise on mental health in older adults.
• Abstract :  This study investigated the effects of exercise on mental health in older adults. A sample of 100 participants aged 65 and over were randomly assigned to an exercise or control group. The exercise group participated in a 12-week exercise program, while the control group received no intervention. The results showed that the exercise group had significantly lower levels of depression and anxiety compared to the control group. Additionally, the exercise group reported higher levels of well-being and satisfaction with life. These findings suggest that exercise can be an effective intervention for improving mental health in older adults. 
• Introduction:   Mental health issues such as depression and anxiety are common among older adults and can have a significant impact on quality of life. Exercise has been shown to have numerous physical health benefits, but its effects on mental health in older adults are less clear. This study aimed to investigate the effects of exercise on mental health outcomes in older adults. 
• Literature Review:   Previous research has suggested that exercise can improve mental health outcomes in older adults. For example, a study by Mather et al. (2016) found that a 12-week exercise program resulted in significant improvements in depression and anxiety in a sample of older adults. Similarly, a meta-analysis by Smith et al. (2018) found that exercise interventions were associated with improvements in various mental health outcomes, including depression and anxiety, in older adults. 
• Methodology:   A total of 100 participants aged 65 and over were recruited from a community centre and randomly assigned to an exercise or control group. The exercise group participated in a 12-week exercise program consisting of three 60-minute sessions per week. The program included a combination of aerobic and resistance exercises. The control group received no intervention. Both groups completed measures of depression, anxiety, well-being, and satisfaction with life at baseline and at the end of the 12-week period.
• Results:   The results showed that the exercise group had significantly lower levels of depression and anxiety compared to the control group at the end of the 12-week period. Additionally, the exercise group reported higher levels of well-being and satisfaction with life. There were no significant differences between the groups in terms of physical health outcomes.  
• Discussion:   These findings provide support for the use of exercise as an intervention for improving mental health outcomes in older adults. The results suggest that a 12-week exercise program can lead to significant reductions in depression and anxiety, and improvements in well-being and satisfaction with life. It is important to note, however, that the study had some limitations, including a relatively small sample size and a lack of long-term follow-up. Further research is needed to confirm these findings and explore the potential mechanisms underlying the effects of exercise on mental health in older adults. 

This study provides evidence that exercise can be an effective intervention for improving mental health outcomes in older adults. Given the high prevalence of mental health issues in this population, exercise programs may be an important tool for promoting well-being and improving quality of life. Further research is needed to determine the optimal duration, intensity, and type of exercise for improving mental health outcomes in older adults. 

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Difference between Research Paper and Research Article

Research paper and research articles are bits of composing that require inquiry, critical analysis, demonstration and insight of few special abilities from understudies and researchers. This article endeavors to see whether the two terms are synonymous or there is any contrast between the two.

Research paper

Research can be said as activity which is specified much significance in scholastics. Be that as it may, research papers are not only these task papers composed by understudies as those composed by scholars and researchers and also published in different journals are additionally alluded to as research papers.

Research Article

Research article is a bit of composing that have original research thought with the pertinent data and discoveries. A research article is a composing or paper that advises individuals of a way breaking a finding or research with data to bolster the finding.

Research Paper VS Research Article

 There is a pattern to allude to academic papers and term papers composed by understudies in schools as a research paper

The articles presented by researchers and scholars with their noteworthy examination are known as research articles.

Research papers composed by the students mostly not take in journals.

Research articles composed by researchers or scholars mostly published in prestigious scientific journals.

A research paper depends on the original research. The sort of research may fluctuate, contingent upon your field or topics that include survey, experiments, questionnaire, interview and so on; yet authors require gathering and investigating raw data and make an original and real study. The research paper will be founded on the investigation and understanding of this raw data.

A research article depends on other different published articles. It is usually not depend on original study. Research articles for the most part condense the current writing on a point trying to clarify the present condition of comprehension on topic.

A research paper can be said as the primary source that means, it studies the techniques and consequences of original study performed by the writers.

A research article can be said as secondary source that means it is composed about different articles, and does not studies actual research of its own.

• Importance:

In research paper, every part of this has its own importance. A concise is important in light of the fact that it shows that the writers know about existing literature, and want to add to this presented research definitively. A methods part is usually detailed and it is important in a way that different analysts have the capacity to check and/or duplicate these strategies. A result segment depicts the results of the analysis.

Research articles can be considered very important because they describe upon different articles that they analyze to propose new research bearings, to give powerful support for presented theories or distinguish designs among presented research studies. For understudy analysts, these research articles give an excellent review of presented literature on that topic. In the event that you discover a literature review that can be fit in study, investigate its references/works referred to list for guide on other articles.

From the above article we can conclude that research paper is the primary source whereas research articles are secondary.

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17 Comments Already

good article but which of them is more useful when we conduct a research

both. but research paper is more useful.

Nice explanation

There is a little difference but both are different.

Nice but i have a confusion that can a guys of Bachelors level can write Research Papers?

YEs they can if they do research project instead of development project and do something new in their project.

Thank you 😊

do you have something in your mind then please share with us. We will appreciate that.

Though it may be fairly easy to learn to speak English well enough to be understood, learning to write English correctly is very difficult, as this article so clearly illustrates. Though I greatly admire all those who are making an effort to learn another language, like English, as a non-native speaker, it is wrong for these same individuals to assume they can write English well enough to publish articles.

This article is so poorly written that I cannot understand most of it. For instance, the following phrases are utter nonsense: “A research paper can be said as the primary source that means,” — “A concise is important in light of the fact that it shows that . . .” — “A methods part is usually detailed” — “A result segment depicts the results . . .” — “they describe upon different articles that they analyze to propose new research bearings . . . or distinguish designs among presented . .. studies” — “to clarify the present condition of comprehension” — “Research papers and . . . articles require inquiry, critical analysis, demonstration and insight of few special abilities from . . .”

This article also states that “[a] research article . . . is usually not depend (sic) on original study,” then contradicts that in the next sentence with “[r]esearch articles . . . condense the current writing on a point . . .” Most studies these days are current. But, even if a study was conducted 50 years ago, it’s a cardinal rule that one should always use the original source of information rather than relying on the articles of other authors who may have misquoted something from the original study.

Articles like this one do a grave disservice to the viewing and researching public. To present this article as informative is disingenuous. To ask people who are seeking useful information to struggle with reading and trying to make sense of this poor English is so unkind and inconsiderate that I feel compelled to bring it to the author’s and publisher’s attention.

I would be honored to help anyone with their efforts to write English, but, please, be honest with yourselves about your lack of knowledge, so you will cease and desist the writing of anything online until your English skills have improved significantly. Thank you.

Thanks for such a detail input. Best wishes.

Yes you are saying right. So if you have the skills to deliver the answer in an efficient manner so kindly type it for me. Because I really want to know the difference between research paper and research article

Yes I agree with Martha. I myself found difficulty in going through the article. Although the topic is very important to be discussed because being the student of graduate, I must know the difference. But the way of delivering has dispirited me that now what other website should I visit to get accurate answer.

we need Published example of a scientific research article and another for a scientific research

how can I cite this?

“Difference between Research Paper and Research Article”, Reserachpedia.info, https://researchpedia.info/difference-between-research-paper-and-research-article/ , [27 December 2021].

I don’t understand anything. I am confused more than i came. Otehrwise, thank you for a trial. Simplify this communication.

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About 1 in 4 U.S. teachers say their school went into a gun-related lockdown in the last school year

Twenty-five years after the mass shooting at Columbine High School in Colorado , a majority of public K-12 teachers (59%) say they are at least somewhat worried about the possibility of a shooting ever happening at their school. This includes 18% who say they’re extremely or very worried, according to a new Pew Research Center survey.

Pew Research Center conducted this analysis to better understand public K-12 teachers’ views on school shootings, how prepared they feel for a potential active shooter, and how they feel about policies that could help prevent future shootings.

To do this, we surveyed 2,531 U.S. public K-12 teachers from Oct. 17 to Nov. 14, 2023. The teachers are members of RAND’s American Teacher Panel, a nationally representative panel of public school K-12 teachers recruited through MDR Education. Survey data is weighted to state and national teacher characteristics to account for differences in sampling and response to ensure they are representative of the target population.

We also used data from our 2022 survey of U.S. parents. For that project, we surveyed 3,757 U.S. parents with at least one child younger than 18 from Sept. 20 to Oct. 2, 2022. Find more details about the survey of parents here .

Here are the questions used for this analysis , along with responses, and the survey methodology .

Another 31% of teachers say they are not too worried about a shooting occurring at their school. Only 7% of teachers say they are not at all worried.

This survey comes at a time when school shootings are at a record high (82 in 2023) and gun safety continues to be a topic in 2024 election campaigns .

Teachers’ experiences with lockdowns

About a quarter of teachers (23%) say they experienced a lockdown in the 2022-23 school year because of a gun or suspicion of a gun at their school. Some 15% say this happened once during the year, and 8% say this happened more than once.

High school teachers are most likely to report experiencing these lockdowns: 34% say their school went on at least one gun-related lockdown in the last school year. This compares with 22% of middle school teachers and 16% of elementary school teachers.

Teachers in urban schools are also more likely to say that their school had a gun-related lockdown. About a third of these teachers (31%) say this, compared with 19% of teachers in suburban schools and 20% in rural schools.

Do teachers feel their school has prepared them for an active shooter?

About four-in-ten teachers (39%) say their school has done a fair or poor job providing them with the training and resources they need to deal with a potential active shooter.

A smaller share (30%) give their school an excellent or very good rating, and another 30% say their school has done a good job preparing them.

Teachers in urban schools are the least likely to say their school has done an excellent or very good job preparing them for a potential active shooter. About one-in-five (21%) say this, compared with 32% of teachers in suburban schools and 35% in rural schools.

Teachers who have police officers or armed security stationed in their school are more likely than those who don’t to say their school has done an excellent or very good job preparing them for a potential active shooter (36% vs. 22%).

Overall, 56% of teachers say they have police officers or armed security stationed at their school. Majorities in rural schools (64%) and suburban schools (56%) say this, compared with 48% in urban schools.

Only 3% of teachers say teachers and administrators at their school are allowed to carry guns in school. This is slightly more common in school districts where a majority of voters cast ballots for Donald Trump in 2020 than in school districts where a majority of voters cast ballots for Joe Biden (5% vs. 1%).

What strategies do teachers think could help prevent school shootings?

The survey also asked teachers how effective some measures would be at preventing school shootings.

Most teachers (69%) say improving mental health screening and treatment for children and adults would be extremely or very effective.

About half (49%) say having police officers or armed security in schools would be highly effective, while 33% say the same about metal detectors in schools.

Just 13% say allowing teachers and school administrators to carry guns in schools would be extremely or very effective at preventing school shootings. Seven-in-ten teachers say this would be not too or not at all effective.

How teachers’ views differ by party

Republican and Republican-leaning teachers are more likely than Democratic and Democratic-leaning teachers to say each of the following would be highly effective:

• Having police officers or armed security in schools (69% vs. 37%)
• Having metal detectors in schools (43% vs. 27%)
• Allowing teachers and school administrators to carry guns in schools (28% vs. 3%)

And while majorities in both parties say improving mental health screening and treatment would be highly effective at preventing school shootings, Democratic teachers are more likely than Republican teachers to say this (73% vs. 66%).

Parents’ views on school shootings and prevention strategies

In fall 2022, we asked parents a similar set of questions about school shootings.

Roughly a third of parents with K-12 students (32%) said they were extremely or very worried about a shooting ever happening at their child’s school. An additional 37% said they were somewhat worried.

As is the case among teachers, improving mental health screening and treatment was the only strategy most parents (63%) said would be extremely or very effective at preventing school shootings. And allowing teachers and school administrators to carry guns in schools was seen as the least effective – in fact, half of parents said this would be not too or not at all effective. This question was asked of all parents with a child younger than 18, regardless of whether they have a child in K-12 schools.

Like teachers, parents’ views on strategies for preventing school shootings differed by party. 

Note: Here are the questions used for this analysis , along with responses, and the survey methodology .

About half of Americans say public K-12 education is going in the wrong direction

What public k-12 teachers want americans to know about teaching, what’s it like to be a teacher in america today, race and lgbtq issues in k-12 schools, from businesses and banks to colleges and churches: americans’ views of u.s. institutions, most popular.

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