Unhappy self-esteem: a meaningful exception to the rule.

Self-esteem and well-being are often seen as closely related and sometimes even considered conceptually identical. In marked contrast to this association, the focus of this article is on experiences of a high level of self-esteem coexisting with a low level of well-being: unhappy self-esteem. Although these experiences constitute an exception to the general rule, they nevertheless have a theoretically coherent character. In this article, a framework was used in which the self was considered an organized process, and an idiographic assessment procedure--the method of self-confrontation--was called upon. The self-statements of 15 subjects in the Netherlands showing unhappy self-esteem were compared, and the phenomenon was found to clearly refer to anger and opposition.     

Intergroup contact: The typical member and the exception to the rule

Three studies examined the role of the perceived typicalness of an out-group member on her effectiveness in improving evaluations of her group. Subjects were students at two adjacent colleges. In the first study they interacted with a member of the out-group college. The interaction was either pleasant or unpleasant, and the contact person either confirmed or disconfirmed several stereotypes of the out-group (typicalness manipulation). Subjects evaluated the out-group most favorably when they interacted with the typical-pleasant member of the out-group. The second study demonstrated that contact with a highly typical member is not beneficial if her typicalness is based on stereotypes that reflect negatively on the subject's in-group. Several explanations of the typicalness findings were considered in a third study. Support was found for the hypothesis that the more typical member is perceived to be more predictive of the personality and actions of other out-group members.     

Freud's Little Oedipus: Hans as exception to the oedipal rule

Freud's "The Analysis of a Phobia in a Five-Year-Old Boy" is regarded by Freud and by analytic readers and commentators as a prototype of his conception of the oedipus complex. A literary methodology is used to show that the interpretation of the oedipus complex at work in Freud's text in fact differs from Freud's standard view of it. While studying the paper as text, not as case report, may obscure or distort some clinical matters, it is valuable in that it makes legible a sort of theoretical unconscious in the text. In contrast to Freud's typically tragic view of the oedipus complex (in the tradition of ancient Greek tragedy), the Hans study evokes a comic vision (in the tradition of Greek New Comedy). This comic vision allows Hans a happy imaginative ending to the oedipal dilemma, challenges certain epistemic pretensions, and emphasizes the oedipus complex as a set of abiding existential questions. Given the deep link between Freud"s oedipus concept and a tragic view of human life, this departure in the Hans paper is a fascinating anomaly.     

Semantic inhibition of return is the exception rather than the rule

Inhibition of return (IOR) has recently been reported for lexical/semantic categories (see, e.g., Fuentes, Vivas, & Humphreys, 1999). The present research examines the impact on semantic IOR of three components: item repetition, item heterogeneity, and spatial variability. Experiments 1 and 2 indicate that lexical/semantic IOR occurs only after extensive repetition. Experiment 2 also shows that semantic IOR is independent of spatial variability. Experiments 3 through 5 show facilitatory rather than inhibitory effects when the item pool is heterogeneous. The results support an episodic account of semantic IOR, according to which inhibitory effects accumulate with massive repetition of homogeneous items.     

Animals in biomedical research: the undermining effect of the rhetoric of the besieged

It is correctly asserted that the intensity of the current debate over the use of animals in biomedical research is unprecedented. The extent of expressed animosity and distrust has stunned many researchers. In response, researchers have tended to take a strategic defensive posture, which involves the assertation of several abstract positions that serve to obstruct resolution of the debate. Those abstractions include the notions that the animal protection movement is trivial and purely anti-intellectual in scope, that all science is good (and some especially so), and the belief that an ethical consensus can never really be reached between the parties.     

Repetition effects in associative false recognition: Theme-based criterion shifts are the exception, not the rule

Previous reports have demonstrated that false memory for the critical items of associative lists decreases when lists are studied multiple times (Benjamin, 2001). In three experiments, we explored two hypotheses that might account for false memory reductions with repetition. Under an identification hypothesis, repetition decreases false memory because participants realise that critical items are absent from the list at encoding and thus reject them at test. Under a criterion shift hypothesis, repetition decreases false memory because it increases the discriminability of studied words from lures, causing participants to set a higher response criterion for positive recognition responses. Results uniquely supported the criterion shift hypothesis. Furthermore, results showed that participants only changed their criterion on separate recognition tests, not on an item-by-item basis within a single recognition test. The failure to establish separate criteria within a test increased false memory for repeated lists.     

Procedural misconceptions and informed consent: insights from empirical research on the clinical trials industry

This paper provides a simultaneously reflexive and analytical framework to think about obstacles to truly informed consent in social science and biomedical research. To do so, it argues that informed consent often goes awry due to procedural misconceptions built into the research context. The concept of procedural misconception is introduced to describe how individuals respond to what is familiar in research settings and overlook what is different. In the context of biomedical research, procedural misconceptions can be seen to function as root causes of therapeutic misconceptions.     

Informed consent and research involving the newly dead

This paper examines informed consent in relation to research involving the newly dead. Reasons are presented for facilitating advance decision making in relation to postmortem research, and it is argued that the informed consent of family members should be sought when the deceased have not made a premortem decision. Regardless of whether the dead can be harmed, there are two important respects in which family consent can serve to protect the dead: (1) protecting the deceased's body from being used for research that is incompatible with the person's postmortem preferences and values and (2) protecting the deceased's body's from being subject to disrespectful treatment. These claims are explained and justified, and several objections are critically examined. Additional reasons for securing family consent are presented including to protect them from additional emotional distress, to respect their wishes about wanting to have a say, and to maintain public trust in the medical profession and medical research. The paper also examines the scope of disclosure in relation to postmortem research.     

Participants' understanding of the process of psychological research: informed consent

Sixty-five undergraduates participating in a wide range of psychological research experiments were interviewed in depth about their research experiences and their views on the process of informed consent. Overall, 32% of research experiences were characterized positively and 41% were characterized negatively. One major theme of the negative experiences was that experiments were perceived as too invasive, suggesting incomplete explication of negative aspects of research during the informed consent process. Informed consent experiences were viewed positively 80% of the time. However, most of the participants had a limited view of the purpose of informed consent: less than 20% viewed the process as a decision point. Results suggest a number of common pitfalls to standard informed consent practices that have not generally been recognized. Results are discussed in terms of both ethical and methodological implications. Suggestions for improving the informed consent process are also provided.     

When clinical care is like research: the need for review and consent

The prevailing “segregated model” for understanding clinical research sharply separates it from clinical care and subjects it to extensive regulations and guidelines. This approach is based on the fact that clinical research relies on procedures and methods—research biopsies, blinding, randomization, fixed treatment protocols, placebos—that pose risks and burdens to participants in order to collect data that might benefit all patients. Reliance on these methods raises the potential for exploitation and unfairness, and thus points to the need for independent ethical review and more extensive informed consent. In contrast, it is widely assumed that clinical care does not raise these ethical concerns because it is designed to promote the best interests of individual patients. The segregation of clinical research from clinical care has been largely effective at protecting research participants. At the same time, this approach ignores the fact that several aspects of standard clinical care, such as clinician training and scheduling, also pose some risks and burdens to present patients for the benefit of all patients. We argue that recently proposed learning health care systems offer a way to address this concern, and better protect patients, by developing integrated review and consent procedures. Specifically, current approaches base the need for independent ethical review and more extensive informed consent on whether an activity is categorized as clinical research or clinical care. An ethically sounder approach, which could be incorporated into learning health care systems, would be to base the need for independent ethical review and more extensive informed consent on the extent to which an activity poses risks to present patients for the benefit of all patients.     

Capacity to consent to research in schizophrenia: the expanding evidence base

Capacity to consent to research, fundamental to informed consent and thus vital to the ethical conduct of research, may be impaired among a variety of research populations. Until recently, relatively little empirical evidence has been available to inform discussion and policy-making regarding whose capacity should be assessed, what should be measured, and how it should be measured. Capacity to consent to research has emerged as a central topic in the field of "empirical ethics," an important area of biomedical research devoted to bringing evidence-based methods to the study of ethically salient issues in biomedical and biopsychosocial research. In this paper, empirical studies of capacity to consent to research are reviewed, with a particular focus on studies involving people with schizophrenia. These studies provide intriguing data regarding the nature, correlates, and modifiability of decisional abilities among potentially vulnerable research populations, including individuals with serious neuropsychiatric illnesses. Areas in need of further empirical ethics research are highlighted.     

Genetic research,adolescents, and informed consent

The participation of adolescents in genetic research engenders unusual problems concerning the nature of their informed consent. In this study we analyze 70 consent documents collected from genetics investigators in the United States who conduct research with children and adolescents. We find that many consent documents do not reflect either the current or the developing ethical and legal standards for research with adolescents and that in many cases the documents are simply confusing or unclear. We make recommendations for change to reflect more adequately the changing perspective concerning the autonomous decision-making capacity of adolescents.