I mainly read papers of second language acquisition which is an empirical science that performs language learning experiments. Often the "inspiration" for the research in newer papers stems from the results of earlier ones. The empirical results of the newer ones are, of course, not directly invalidated if there was a problem with an earlier one.
However, some of the papers tend to discuss the results in the light of the current empirical results AND the earlier empirical results ("from this result, we now see that A → B, and from the earlier results we already know that B → C, so there's some evidence that A → C"); this of course biases the discussion and may lead to wrong conclusions.
By the way, the largest problems I see in the papers are not directly "wrong" results, but like the "Chinese whispers" or "broken telephone" game. The paper A makes some assumptions and uses certain test protocol, measurements etc, and then paper B refers the result but misrepresents it slightly, which may cause overgeneralisation. A concrete example: paper A tests the learning of some phoneme with a training period and before-after test and publishes the result. Then the paper B later references the paper A mentioning that A has shown that the learners "learn" the phoneme. However, represented this way – "unqualified" – this is an overgeneralisation: the students haven't actually shown to have learned the phoneme in any other way than using the test. Indeed – other studies have shown that using certain kind of tests are generally very poorly correlated with what people usually mean by "having learnt" something – being able to use it in spontaneous communication.