- A scope and target-claim matrix.
- A COG statement matched to actual evidence.
- An evidence plan for extending scope.
Generality is a substantive claim
A Constraints on Generality statement is a proposed way to make scope explicit, not a universal journal requirement. Statistical significance in one sample does not establish representativeness across populations or settings.
Write the target claim and explain the route from observed participants to that claim. Distinguish the target population from the sampling frame rather than assuming equivalence.
Examine five dimensions
Record population characteristics and selection; setting and conditions; stimuli, instruments and language; time period; and conditions supporting the proposed mechanism.
Hypothetical example: retrieval practice among volunteers in one online class, using Persian words over one week. It does not automatically establish effects in children, another language, face-to-face classes or long-term learning.
A completed scope statement
“Evidence concerns adult volunteers in this course, a Persian word task and one-week follow-up. Extension to a similar course is conditional on comparable instruments and practice; children, other languages and longer follow-up were not tested.”
Separate observation from theoretical expectations, and cite the theory behind any expectation. “All students” requires supporting sampling and contextual evidence.
What would strengthen the claim?
Replication across populations or settings, heterogeneity analysis and suitable sampling can examine scope. Increasing n in the same class does not create coverage of other ages, languages or environments.
Build a claim/evidence/condition/further-evidence matrix. Lack of evidence is not evidence of no difference; a new claim requires an appropriate design.
Align the whole article
Match the statement to the title, abstract, discussion and practical recommendations. Publicity should not exceed limitations acknowledged in the paper.
Before recommending a policy in a new context, examine population and instrument differences and the cost of error. Precise scope supports responsible use of the study.
Completed teaching worksheet
This is a hypothetical teaching case, not observed data, an actual review or a publication acceptance. Numbers illustrate decisions.
| Decision or record | Teaching example | Your project action |
|---|---|---|
| Population | Adult volunteers in one course | Distinguish sample and target. |
| Setting | Online class | Specify transfer conditions. |
| Stimuli | Persian words | Limit instrument/language scope. |
| Time | One-week follow-up | Do not claim long-term persistence. |
| Next evidence | Another setting and language | Propose a suitable extension design. |
Deliverables and completion checks
- A scope and target-claim matrix.
- A COG statement matched to actual evidence.
- An evidence plan for extending scope.
Version and scope references: Simons, Shoda & Lindsay (2017) — Constraints on Generality · CASP — Critical appraisal checklists
Sources and further reading
Official sources for verification and further reading
- Simons, Shoda & Lindsay (2017) — Constraints on Generality Source verification: 2026-10-06
- CASP — Critical appraisal checklists
- Hernán & Robins — Causal Inference: What If (author-hosted book, 2024 version) Source verification: 2026-10-06