Secondary calibrations (calibrations based on the results of previous molecular dating studies) are commonly applied in divergence time analyses in groups that lack fossil data; however, the consequences of applying secondary calibrations in a relaxed-clock approach are not fully understood. I tested whether applying the posterior estimate from a primary study as a prior distribution in a secondary study results in consistent age and uncertainty estimates. I compared age estimates from simulations with 100 randomly replicated secondary trees. On average, the 95% credible intervals of node ages for secondary estimates were significantly younger and narrower than primary estimates. The primary and secondary age estimates were significantly different in 97% of the replicates after Bonferroni corrections. Greater error in magnitude was associated with deeper than shallower nodes, but the opposite was found when standardized by median node age, and a significant positive relationship was determined between the number of tips/age of secondary trees and the total amount of error. When two secondary calibrated nodes were analyzed, estimates remained significantly different, and although the minimum and median estimates were associated with less error, maximum age estimates and credible interval widths had greater error. The shape of the prior also influenced error, in which applying a normal, rather than uniform, prior distribution resulted in greater error. Secondary calibrations, in summary, lead to a false impression of precision and the distribution of age estimates shift away from those that would be inferred by the primary analysis. These results suggest that secondary calibrations should not be applied as the only source of calibration in divergence time analyses that test time-dependent hypotheses until the additional error associated with secondary calibrations is more properly modeled to take into account increased uncertainty in age estimates.
Publications
2016
Schenk, J. J. 2016. “Consequences of Secondary Calibrations on Divergence Time Estimates”. PLoS ONE 11: e0148228. https://doi.org/10.1371/journal.pone.0148228.
Hufford, L., J. J. Schenk, J. Brokaw, and Flora of North America Editorial Committee. 2016. “Mentzelia”. In Flora of North America North of Mexico, 12:496–498. New York and Oxford: Flora of North America Association.
Schenk, J. J., M. T. Sullivan, G. A. Washburn, and M. L. Chambers. 2016. “Allometric Relationships Better Explain Seed Coat Microsculpture Traits In”. International Journal of Plant Sciences 177: 263–276.
2015
Schenk, J. J. 2015. “The Origin of Florida Scrub Plant Diversity”. The Palmetto 31: 12–14.
Schenk, John J, Rachel Herschlag, and Duncan W Thomas. 2015. “Describing a New Species into a Polyphyletic Genus: Taxonomic Novelty In”. Systematic Botany 40: 539–552.
2014
Schenk, John J., and Scott J. Steppan. 2014. “Too Long to Read: Assessing the Motivation Behind Graduate Student Attendance in Reading Groups”. Journal of College Science Teaching 44: 40–45.
Graduate-level reading groups serve as a primary forum for students to learn current and complex concepts in their field. Because graduate students lament that reading "abnormally long" articles discourage them from attending particular reading group sessions, we tested the hypothesis that attendance will decrease proportionally with page number . We examined the relationship of attendance to semester chronology, the presenter, paper type, and time allowed to read the paper . We found that there was no significant relationship between page number and attendance and that students were not selecting shorter papers on average; however, a significant relationship was found between the attendee number and semester chronology, with attendance decreasing as the semester progressed. No significant relationships existed between attendance and who led the discussion, paper type, or time allowed to read the paper . We discuss how these results can be used to maximize student attendance and how to maximize student involvement in general. [ABSTRACT FROM AUTHOR] Copyright of Journal of College Science Teaching is the property of National Science Teachers Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
2013
Schenk, John J, Wendy Hodgson, and Larry Hufford. 2013. “Mentzelia”. Brittonia 65: 408–416. https://doi.org/https://doi.org/10.1007/s12228-012-9294-5.
Schenk, J. J. 2013. “Evolution of Limited Seed Dispersal Ability on Gypsum Islands”. American Journal of Botany 100: 1811–1822. https://doi.org/https://doi.org/10.3732/ajb.1300075.
Schenk, John J. 2013. “Biogeographical Diversification Of”. Journal of Biogeography 40: 455–465. https://doi.org/https://doi.org/10.1111/jbi.12018.
Schenk, J. J., K. C. Rowe, and S. Steppan. 2013. “Ecological Opportunity and Incumbency in the Diversification of Repeated Continental Colonizations by Muroid Rodents”. Systematic Biology 62: 837–864.