Authorship and Publication Practices in the Social Sciences: Historical Reflections on Current Practices

An historical review of authorship definitions and publication practices that are embedded in directions to authors and in the codes of ethics in the fields of psychology, sociology, and education illuminates reasonable agreement and consistency across the fields with regard to (a) originality of the work submitted, (b) data sharing, (c) human participants’ protection, and (d) conflict of interest disclosure. However, the role of the professional association in addressing violations of research or publication practices varies among these fields. Psychology and sociology provide active oversight with sanction authority. In education, the association assumes a more limited role: to develop and communicate standards to evoke voluntary compliance. With respect to authorship credit, each association’s standards focus on criteria for inclusion as an author, other than on the author’s ability to defend and willingness to take responsibility for the entire work. Discussions across a broad range of research disciplines beyond the social sciences would likely be beneficial. Whether improved standards will reduce either misattribution or perceptions of inappropriate attribution of credit within social science disciplines will likely depend on how well authorship issues are addressed in responsible conduct of research education (RCR), in research practice, and in each association’s ongoing efforts to influence normative practice by specifying and clarifying best practices.     

EXTENDING THE GLOBAL ACADEMIC TABLE: AN INTRODUCTION

Before commenting on the papers from a recent interdisciplinary gathering of scholars from China, Japan, Korea, and Taiwan, a case is made for regional academia conversations today, because international conferences, especially in the humanities and social sciences, are still dominated by “Western” traditions, discourse, and protocols. After touching on the relative stability or variability of phenomena and procedures in the natural sciences, humanities, and social sciences, political and cultural questions are considered along with some of the ongoing consequences of the East Asian adoption of the European model of the modern research university.     

Authorship and sampling practice in selected biomechanics and sports science journals

In some biomedical sciences, changes in patterns of collaboration and authorship have complicated the assignment of credit and responsibility for research. It is unclear if this problem of "promiscuous coauthorship" or "hyperauthorship" (defined as six or more authors) is also apparent in the applied research disciplines within sport and exercise science. This study documented the authorship and sampling of patterns of original research reports in three applied biomechanics (Clinical Biomechanics, Journal of Applied Biomechanics, and Sports Biomechanics) and five similar subdisciplinary journals within sport and exercise science (International Journal of Sports Physiology and Performance, Journal of Sport Rehabilitation, Journal of Teaching Physical Education, Measurement in Physical Education and Exercise Sciences, and Motor Control). Original research reports from the 2009 volumes of these biomechanics and sport and exercise journals were reviewed. Single authorship of papers was rare (2.6%) in these journals, with the mean number of authors ranging from 2.7 to 4.5. Sample sizes and the ratio of sample to authors varied widely, and these variables tended not to be associated with number of authors. Original research reports published in these journals in 2009 tended to be published by small teams of collaborators, so currently there may be few problems with promiscuous coauthorship in these subdisciplines of sport and exercise science.     

Personality traits and university program

Participants were 147 undergraduates majoring in programs classified as more professional (education, n = 28; business, n = 33) or less professional (natural sciences, n = 36; social science, n = 50) and more people-oriented (education, social sciences) or less people-oriented (business, natural sciences). They completed self-report tests for 13 personality constructs (five from Goldberg's version of the Five Factor Model, three from Eysenck and Eysenck's theory, and five others). Students in less professional disciplines scored higher on openness to experience (intellect/imagination) than those in more professional disciplines. Students in more people-oriented disciplines scored higher on empathy than those in less people-oriented disciplines. Women scored higher than men on conscientiousness, industriousness, and empathy, but lower than men on independence. Critical comments are offered and suggestions for research are made.     

Placing Community Psychology in the Context of the Social, Health and Educational Sciences: Directions for Interdisciplinary Research and Action

Building on Maton, Perkins and Saegert’s framework on inter-disciplinary work related to community psychology, this article addresses two questions about community psychology in the context of the social, health and educational sciences: (1) What can community psychology learn from other disciplines? and (2) What can community psychology uniquely contribute to other disciplines?     

The sociocultural movement in psychology,the role of theories in sociocultural inquiries,and the theory of sociocultural models

This special issue presents the theory of sociocultural models (TSCM) and its applications in diverse areas of psychology, including education, health care, clinical practice, gender relations, and general research. As many theories already exist in the social sciences, some readers may ask: “Why do cross‐cultural, cultural, and indigenous psychologists need another theory?” This question is comprised of two aspects: culture/cultural and theory/theoretical. Therefore, to answer it, it is important to clarify both issues. The first relates to cultural and its relation to psychological. The second, theory, considers its relation to cultural and psychological. These issues have long‐range implications for all culture and psychology disciplines as they pose many questions: What role does culture play in the mental functioning of people? How is culture constituted? Is cultural related to social? Does people’s mental functioning exert reciprocal influences on their cultural and social functioning? While working toward answering these questions, researchers quickly determine that more questions arise: What role should theories play in answering these questions? What constitutes theory in culture and psychology disciplines? How should such a theory (or such theories) address the triad of cultural, social, and mental? Consequently, in an effort to provide an overview of the TSCM and to begin to answer these questions, this introduction consists of two parts. The first part addresses the sociocultural turn in modern psychology; this part discusses its implications for research in culture and psychology disciplines. The second segment examines the topic of the theoretical backgrounds of cultural and cross‐cultural research and connects the philosophical paradigms of interpretivism and realism with the theory of sociocultural models. This introduction concludes with a brief overview of the articles included in this issue.     

The Methodological Impact of Fides et Ratio on Catholic Social Teaching

John Paul II’s encyclical Fides et Ratio is of astonishing importance for the methodology of Catholic social teaching. This article highlights three points that emerged as contributions of Fides et Ratio to the epistemology and methodology of the social magisterium. According to Gaudium et Spes, Catholic social teaching is essentially a service of the Church that affects social life indirectly by making a free offer of sense and faith. Fides et Ratio reinforces this paradigm shift by rejecting fideism also in matters of social morality. In this, it goes beyond Vatican I, Dei Filius. The encyclical further clarifies that the method of Catholic social teaching is tripartite and requires the cooperation of at least three disciplines: theology, philosophy, and social sciences. Because of the shifting character of history, Catholic social teaching too fluctuates. It is sensitive to time and place, to history and culture.     

Bill Wallace (A Conversation in a Bar)

The dialogue is concerned to do two things. In the first place it seeks to display the extreme difficulty of discussing conceptual issues with students whose academic backgrounds are the social sciences. Its point is not to criticize any element of those disciplines per se, but to illustrate the sort of misunderstandings which many beginning students appear to acquire from them. The second point is to offer a reminder that perhaps the part of philosophizing which requires the most care is the stating of just the question which one wishes to raise ‐ the getting into position, as it were, to think to any end.     

Continuities in the development of the physical and social sciences: Principles of a new social physics

The original concept of “social physics” was built on positivist philosophy and scientific method. Evidence from quantum physics suggests that a postpositivist “social physics” may yet be viable, not because social science should emulate physics, but because physics is more like social science. The five principles of complementarty, uncertainty, the measurement problem, nonlocal causation, and participatory collusion are presented in this article to demonstrate the contemporary convergence of the physical and social sciences into a new social physics. E. Sam Overman is associate professor of public affairs at the Graduate School of Public Affairs, University of Colorado at Denver, Denver CO 80204. He recently editedMethodology and Epistemology for Social Science, selected papers by Donald T. Campbell (University of Chicago Press, 1988). He has published other articles on policy physics and social science philosophy, and has conducted research and published extensively in the area of information resource policy and management.     

Twelve Frequently Asked Questions About Growth Curve Modeling

Longitudinal data analysis has long played a significant role in empirical research within the developmental sciences. The past decade has given rise to a host of new and exciting analytic methods for studying between-person differences in within-person change. These methods are broadly organized under the term growth curve models. The historical lines of development leading to current growth models span multiple disciplines within both the social and statistical sciences, and this in turn makes it challenging for developmental researchers to gain a broader understanding of the current state of this literature. To help address this challenge, the authors pose 12 questions that frequently arise in growth curve modeling, particularly in applications within developmental psychology. They provide concise and nontechnical responses to each question and make specific recommendations for further readings.     

An historian's view of American social science

This paper explicates the argument of The Origins of American Science. Starting from my own historical premises and the origin of the social sciences in both historicism and science, I compare the divergent historical orientations of the sociologies of Robert Park and Max Weber. I argue that the inclination of American social science toward scientism and liberalism derives from the national ideology of American exceptionalism. Since this structural feature of American political culture was itself a part of history, I indicate how changes in historical consciousness and politics led American social scientists to reformulate exceptionalism and their disciplines. By the 1920s, their hope of establishing scientific control over, and maintaining the liberal direction of, the fast-changing national history was embodied in scientism. I close with some thoughts about the continuing power of scientism and exceptionalism since the 1920s and the possibility that an historical, Weberian model of social science could bridge the widening gap between scientistic and hermeneutic wings of the social science disciplines.     

Professional responsibility: Focusing on the exemplary

The literature on ethics in science and engineering tends to dwell on the negative, emphasizing disasters, scandals, and problems of wrongdoing in everyday practice. This paper shifts to the positive, focusing on the exemplary. After outlining different possible conceptions of responsibility (ranging from a minimalist view of “staying out of trouble” to “going above and beyond the call of duty”), the paper discusses the importance of certain virtues for scientists and engineers. Finally, a broad range of examples of exemplary practice is offered. An earlier version of this paper was presented by the author at a mini-conference, Practicing and Teaching Ethics in Engineering and Computing, held during the Sixth Annual Meeting of the Association for Practical and Professional Ethics, Washington, D.C., March 8–9, 1997. This paper is one of a series edited by Michael C. Loui. See Volume 3, No. 4, 1997 for other papers in this series. Work on this paper was supported by National Science Foundation Grant #SBR-930257.     

Collaborative learning in engineering ethics

This paper discusses collaborative learning and its use in an elective course on ethics in engineering. Collaborative learning is a form of active learning in which students learn with and from one another in small groups. The benefits of collaborative learning include improved student performance and enthusiasm for learning, development of communication skills, and greater student appreciation of the importance of judgment and collaboration in solving real-world problems such as those encountered in engineering ethics. Collaborative learning strategies employed in the course include informal small group discussions/problem solving, role-playing exercises, and cooperative student group projects, including peer grading. Student response to these techniques has been highly favorable. Realizing the benefits of collaborative learning is a challenge to both teachers, who must give up some control in the classroom, and students, who must be willing to take greater responsibility for their learning. An earlier version of this paper was presented by the author at a mini-conference, Practicing and Teaching Ethics in Engineering and Computing, held during the Sixth Annual Meeting of the Association for Practical and Professional Ethics, Washington, D.C., March 8–9, 1997 The author teaches courses in Science, Technology and Society and is Director of the Benjamin Franklin Scholars Program, a dual-degree program in engineering and humanities/social sciences.     

An introduction to association rule mining: An application in counseling and help-seeking behavior of adolescents

Association rule mining (ARM) is a technique used to discover relationships among a large set of variables in a data set. It has been applied to a variety of industry settings and disciplines but has, to date, not been widely used in the social sciences, especially in education, counseling, and associated disciplines. This article thus introduces ARM and presents aspects of existing work that will be relevant and useful to researchers practitioners in the social sciences. Definitions and concepts are presented, and examples of ARM applications are highlighted to strengthen these ideas. We also discuss an example from our existing research to show that ARM can be used to investigate help-seeking behavior in a sample of secondary school students in Singapore. We also present some guidelines and recommendations for using ARM.     

DONNA HARAWAY'S METATHEORY OF SCIENCE AND RELIGION: CYBORGS, TRICKSTER, AND HERMES

Abstract. This article is a close reading of two essays by Donna Haraway on feminist philosophy, the biophysical sciences, and critical social theory. Haraway's strong social constructionist approach to science is criticized by colleague Sandra Harding, resulting in an epistemological reconceptualization of objectivity by Haraway. Haraway's notion of “situated knowledges” provides a workable epistemology for all social and biophysical sciences, while inviting the reintegration of religions as critical conversation partners in an emancipatory hermeneutics of nature, culture, and technology.     

Discerning the Division of Cognitive Labor: An Emerging Understanding of How Knowledge Is Clustered in Other Minds

The division of cognitive labor is fundamental to all cultures. Adults have a strong sense of how knowledge is clustered in the world around them and use that sense to access additional information, defer to relevant experts, and ground their own incomplete understandings. One prominent way of clustering knowledge is by disciplines similar to those that comprise the natural and social sciences. Seven studies explored an emerging sense of these discipline-based ways of clustering of knowledge. Even 5-year-olds could cluster knowledge in a manner roughly corresponding to the departments of natural and social sciences in a university, doing so without any explicit awareness of those academic disciplines. But this awareness is fragile early on and competes with other ways of clustering knowledge. Over the next few years, children come to see discipline-based clusters as having a privileged status, one that may be linked to increasingly sophisticated assumptions about essences for natural kinds. Possible mechanisms for this developmental shift are examined.     

PNEUMATOLOGICAL RELATIONS AND CHRISTIAN DISUNITY IN THEOLOGY‐SCIENCE DIALOGUE

Ecclesial divisions shape and distort the developing interdisciplinary dialogue between Christian theology and the natural and social sciences in ways that can be better understood by focusing on pneumatology, specifically on the variety of ways in which by grace we relate to the Holy Spirit—as giver of life, as Lord, as powerful anointing, as God's gift of wisdom, and as wellspring from Jesus Christ. Each denominational camp of Christians has centered its appreciation of the Holy Spirit on one of these relationships, sometimes to the neglect or marginalization of others. This appreciation drives the favoring of some scientific disciplines and suspicion of others. For instance, Pentecostals and charismatics emphasize the Spirit upon us, speaking through the prophets. This tends to privilege personal narrative and testimony. The closest cognate science is cultural anthropology. Issues of social construction of reality, cultural imperialism and relativism, and narrative history dominate consideration of science's theological possibilities and pitfalls in ways distinctive to that pneumatological camp. Engagement and disengagement with other disciplines of learning are driven in part by our theological loyalties and antipathies to unreconciled bodies. Hence a fuller engagement with the sciences becomes an ecumenical task, not just a generically Christian or specifically Pentecostal or Wesleyan one.