Based on Smaldino & McElreath (2016), “The Natural Selection of Bad Science”
Introduction: Science as an Ecosystem—But a Degraded One
If you walk into a rainforest, you witness dynamic interactions: predator and prey, mutualism, competition, niche partitioning, evolutionary trade-offs. Ecology teaches us that systems adapt—but not always toward greater “goodness”. Sometimes they adapt toward survival shortcuts, parasitism, invasive dominance, or collapse.
Modern science behaves very much like such an ecosystem. This is the argument that sits at the heart of Smaldino & McElreath’s 2016 paper: research institutions do not select for truth-finding efficiency; they select for strategies that maximize professional survival, often at the cost of scientific integrity.
In this post, we step away from equations and instead interpret the paper through a broader ecological lens. We ask:
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What “species” exist in the academic ecosystem?
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What competition pressures distort adaptation?
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Why does “cheating” (or corner-cutting) evolve so naturally?
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How do these pressures produce runaway selection for low-quality research?
Let’s explore.
1. The Scientific Ecosystem: Who Lives Here?
Ecologists categorize organisms by roles—producers, consumers, decomposers. Science has its own functional guilds:
1.1 Explorers (slow, careful, high-quality)
These align most closely with the ideal of science:
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thoughtful hypothesis construction
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rigorous statistical reasoning
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careful replication
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incremental but robust discoveries
In the analogy, they are slow-growing trees—deep roots, solid wood, long lifespan.
1.2 Exploiters (fast, flashy, low-quality)
These labs or researchers produce:
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many papers per year
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flashy statistical significance
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weakly designed experiments
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exaggerated statements
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irreproducible claims
Ecologically, they resemble invasive species—quick growth, low resource investment, rapid colonization.
1.3 Predators (journals, rankings, funders)
Predators shape prey behavior. Journals and funding agencies exert:
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aggressive selection for novelty
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“predatory” attention toward surprising results
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pressure to publish frequently
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biases toward positive results
They don’t “eat” scientists literally; they consume scientists’ time, energy, and incentives.
1.4 Scavengers (meta-analysts, critics, reformers)
They pick up the remains:
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replication failures
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systematic reviews of conflicted data
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post-mortems of entire research fields
They recycle waste—an essential role, but one overwhelmed by the scale of what must be cleaned.
You can begin to see already why problems emerge: fast-growing invasive species outcompete slow-growing trees when the environment rewards speed over durability.
2. Environmental Pressures: The Selective Forces Distorting Science
In ecology, environmental pressures shape evolutionary direction. In academia, the environmental pressures include:
2.1 Publish-or-perish metrics
This is the strongest selection force.
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Tenure depends on publication count.
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Grants depend on publication count.
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Promotions depend on publication count.
Slow, careful, thoughtful (but fewer) papers lose to fast, frequent, flashy output.
2.2 Journal prestige as habitat quality
Top journals function like patches of high-quality habitat with limited space. The individuals that reach them are often those who:
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exaggerate novelty
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optimize statistically for significance
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oversell or overspeculate
Slow, cautious, nuanced research often cannot thrive in these patches.
2.3 Grant funding as a limiting resource
Like food scarcity in an ecosystem, scarce funding leads to:
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fierce competition
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favoritism for risky, sexy, newsworthy ideas
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penalties for “boring” but necessary replication
2.4 Career bottlenecks: Postdoc → Faculty transition
This bottleneck creates evolutionary sweeps:
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only the most prolific survive
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survival probabilities depend on output speed
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quality becomes less relevant
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risk-taking (in the statistical sense) is rewarded
Together, these pressures create a landscape where invasive strategies thrive.
3. Evolutionarily Stable Strategies: Why Bad Practices Survive
In ecology, an evolutionarily stable strategy (ESS) arises when a strategy, once common, cannot be outcompeted by alternatives.
In modern academia, the ESS is distressingly simple:
Produce as many statistically significant, novel results as possible using minimal time per project.
This ESS is not in line with truth discovery. But once adopted widely, it is difficult to reverse because:
3.1 Slow science loses competitions
Careful labs never reach the publication numbers of fast labs. So they fail in grant competitions and hiring rounds.
3.2 Reputation becomes decoupled from truth
A lab that publishes 15 papers a year appears more “successful” than one that produces two carefully validated papers.
3.3 The ecosystem becomes “locked in”
When every institution measures success using the same metrics, every participant must adapt or perish. Even well-meaning, careful scientists are forced to play the game or risk extinction.
4. Ecological Collapse: What Happens When Bad Science Takes Over?
When an ecosystem is dominated by opportunistic invaders, you get collapse:
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soil nutrient loss
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biodiversity crashes
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long-term resilience disappears
In science, the analogs are:
4.1 Replicability crisis
Field after field demonstrates:
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low reproducibility
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inflated effect sizes
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contradictory results
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entire literatures built on fragile foundations
4.2 Epistemic pollution
Low-quality publications accumulate like pollution:
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meta-analyses become impossible
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true effects are masked
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pseudoscience gains legitimacy
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real progress becomes slower
4.3 Career disillusionment and attrition
Talented scientists burn out when forced to compete on quantity rather than quality.
4.4 Loss of public trust
When the public sees contradictory findings, fraud scandals, and frequent retractions, trust erodes.
This is the scientific equivalent of ecological desertification—once the soil is lost, recovery is extremely hard.
5. Ecological Anecdotes That Mirror Academic Dysfunction
Anecdote 1: The cane toad (Australia)
Introduced to control beetles, the cane toad multiplied explosively and destabilized ecosystems. It adapted well to the incentives but generated harmful outcomes.
Academic parallel:
Inventing “impact factor” was like introducing cane toads. It solved one problem but introduced many more.
Anecdote 2: The chestnut blight fungus (North America)
A fast-growing pathogen wiped out slow-growing, foundational species.
Academic parallel:
Fast-publication labs crowd out foundational, rigorous labs.
Anecdote 3: The tragedy of the commons
Each individual herder benefits from adding more cattle, but collectively they destroy the pasture.
Academic parallel:
Each scientist benefits individually from publishing more—even low-quality papers.
Collectively, academia becomes a wasteland of irreproducible findings.
6. The Paper’s Core Claim in Ecological Terms
To recast Smaldino & McElreath in ecological language:
The incentives of modern academia create a habitat where invasive, fast-replicating research strategies thrive, driving out slow, careful, high-quality science through natural selection.
This is not moral failure, individual laziness, or corruption.
It is ecological inevitability under the current environment.
7. Toward a Restoration Ecology of Science
If we think like restoration ecologists, what interventions help restore ecosystems?
7.1 Change the selective environment
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reward replication
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reward transparency
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reward null results
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reduce dependence on publication count
7.2 Diversify habitats
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establish journals that value careful, long-term research
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create grant categories for incremental or confirmatory work
7.3 Reintroduce apex predators
Predators regulate ecosystems. In science, the predators could be:
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replicability audits
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statistical screening tools
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meta-analytic policing
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data availability requirements
These would eat away at low-quality work.
7.4 Create refugia for slow science
Institutions like the IAS (Princeton) or EMBL partially serve this role by giving scientists time without pressure to produce.
7.5 Facilitate succession
Allow the ecosystem to shift toward more stable, long-lived scientific strategies.
Conclusion: Science Needs Ecological Thinking
The ecosystem analogy is powerful because it reframes the conversation away from blaming individuals and toward understanding systemic evolution.
In ecology, systems adapt to whatever pressures exist. If the pressures reward destructive behaviors, destructive organisms thrive.
The same is true in academia.
Smaldino & McElreath’s insight is that bad science is not an accident—it is the product of natural selection in a distorted environment.
To fix science, we must change the environment.