Utilitarianism and the Ethics of Professional Psychologists

Evidence exists that behavioral and social science researchers have been frustrated with regulations and institutional review boards (IRBs) from the 1970s through today. Making matters worse, many human participants protection instruction programs—now mandated by IRBs—offer inadequate reasons why researchers should comply with regulations and IRBs. Promoting compliance either for its own sake or to avoid penalties is contrary to the developmental aims of moral education and may be ineffective in fostering the responsible conduct of research. This article explores the concept of professional virtue and argues that compliance is capable of becoming a professional virtue like scientific honesty. This requires, however, that regulatory and IRB demands contribute to human well-being and to the aims of research as a profession and that researchers, therefore, internalize the norms that underlie regulatory and IRB demands. This, in turn, requires a series of changes in the way society develops, promulgates, and enforces regulatory and IRB rules. The challenge is, simply put, to embed compliance into the world of living morality.     

Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction

I investigated how five first-year teachers—all peers from the same science methods class framed around ambitious instruction—used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they readily enacted. Three participants who enacted ambitious instruction created generative cycles, and two participants who engaged in delivery pedagogy limited their learning in narrowing cycles. Regardless of the learning cycles, students' science ideas became the core resource for each participant. However, the participants who readily enacted ambitious instruction used students' ideas in conjunction with other prioritized resources including “face-to-face” tools, planning tools, and high-leverage practices. The participants who engaged in delivery pedagogy used students' ideas along with resources valued in their school contexts, such as knowledge-embedded tools (textbooks and curricula) and department norms for teaching.     

Ethical and Regulatory Considerations for Using Social Media Platforms to Locate and Track Research Participants

As social media becomes increasingly popular, human subjects researchers are able to use these platforms to locate, track, and communicate with study participants, thereby increasing participant retention and the generalizability and validity of research. The use of social media; however, raises novel ethical and regulatory issues that have received limited attention in the literature and federal regulations. We review research ethics and regulations and outline the implications for maintaining participant privacy, respecting participant autonomy, and promoting researcher transparency when using social media to locate and track participants. We offer a rubric that can be used in future studies to determine ethical and regulation-consistent use of social media platforms and illustrate the rubric using our study team’s experience with Facebook. We also offer recommendations for both researchers and institutional review boards that emphasize the importance of well-described procedures for social media use as part of informed consent.     

Is Mainstream Psychological Research “Womanless” and “Raceless”? An Updated Analysis

In the late 20th century, mainstream psychological research was accused of being “womanless” and “raceless” by excluding women and members of racial-ethnic minority groups and by interpreting their experiences as deviant from White male norms. The present article provides an updated analysis of the state of psychological research by examining research published in 2007 in eight prominent journals across four subdisciplines (N?=?255). Two types of data were examined: (1) gender and racial-ethnic representation at the levels of editor, senior author, and participant, and (2) the presence of biased assumptions in reporting tendencies. Representation was interpreted in relation to relevant baselines drawn from U.S. data. Women and members of racial-ethnic minority groups do not appear to be underrepresented as editors in mainstream psychology. However, women continue to be underrepresented as senior authors, and members of racial-ethnic minority groups continue to be underrepresented as research participants. Furthermore, studies using predominately male or White samples (vs. female or racial-ethnic minority samples) were less likely to indicate participant gender or race-ethnicity in the title and marginally less likely to provide a rationale for including participants of only one social group, consistent with the notion that reporting tendencies within mainstream psychological research continue to reflect assumptions that men and Whites are more typical members of the category “human” than are women and racial-ethnic minorities. These findings indicate that mainstream psychology has not yet reached social equity and that efforts to increase diversity and decrease subtle biases should continue to be supported and funded.     

A bumpy train ride: a field experiment on insult, honor, and emotional reactions

The present research examined the relationship between adherence to honor norms and emotional reactions after an insult. Participants were 42 Dutch male train travelers, half of whom were insulted by a confederate who bumped into the participant and made a degrading remark. Compared with insulted participants with a weak adherence to honor norms, insulted participants with a strong adherence to honor norms were (a) more angry, (b) less joyful, (c) less fearful, and (d) less resigned. Moreover, insulted participants with a strong adherence to honor norms perceived more anger in subsequent stimuli than not-insulted participants with a strong adherence to these norms. The present findings support a direct relationship among insult, adherence to honor norms, and emotional reactions.     

Research Ethics in the Context of Transition: Gaps in Policies and Programs on the Protection of Research Participants in the Selected Countries of Central and Eastern Europe

This paper examines the ability of countries in Central and Eastern Europe (CEE) to ensure appropriate protection of research participants in the field of increasingly globalizing biomedical research. By applying an analytical framework for identifying gaps in policies and programs for human subjects protection to four countries of CEE—Belarus, Latvia, Lithuania, and Poland, substantial gaps in the scope and content of relevant policies and major impediments to program performance have been revealed. In these countries, public policies on the protection of research participants lack consistency and reliable mechanisms for their implementation. Impediments to program performance most often relate to inadequacies in the national research ethics systems with regard to organizational structure, budgetary support, supervision, and training. The level of research ethics capacity varies from country to country and depends on socio-economic and political factors of post-communist transition. The breadth and depth of the problems identified suggest that the current level of protection for research participants in CEE might be inadequate to the challenges posed by the globalization of biomedical research. In CEE countries, there is a need for strengthening research ethics capacity through modification of relevant policies and improvement of program management. The differences among the countries call for further research on identifying the best approaches for filling the gaps in the policies and programs aimed at ensuring effective protection of research participants.     

Doing good by doing nothing? The role of social norms in explaining default effects in altruistic contexts

We explore whether the known preference for default options in choice contexts—default effects—occur in altruistic contexts and the extent to which this can be explained through appeal to social norms. In four experiments, we found that (i) participants were more likely to donate money to charity when this was the default option in an altruistic choice context; (ii) participants perceived the default option to be the socially normative option; (iii) perceptions of social norms mediated the relationship between default status and charitable donations; and (iv) a transfer effect, whereby participants translated social norms they inferred from the default option in one domain into behavior in a second, related domain. Theoretically, our analysis situates default effects within a comprehensive body of social psychological research concerning social norms and the attitude‐behavior relationship, providing novel empirical predictions. Practically, these findings highlight that the way donation policies are framed can have an important impact on donation behavior: in our third study, we found that 81% donated half of their earnings for taking part in the experiment to charity when this was the default option, compared with only 19% when keeping the money was the default. Our work suggests that making use of default effects could be an effective tool to increase altruistic behavior without compromising freedom. © 2014 The Authors. European Journal of Social Psychology published by John Wiley & Sons, Ltd.     

Chimpanzees as vulnerable subjects in research

Using an approach developed in the context of human bioethics, we argue that chimpanzees in research can be regarded as vulnerable subjects. This vulnerability is primarily due to communication barriers and situational factors—confinement and dependency—that make chimpanzees particularly susceptible to risks of harm and exploitation in experimental settings. In human research, individuals who are deemed vulnerable are accorded special protections. Using conceptual and moral resources developed in the context of research with vulnerable humans, we show how chimpanzees warrant additional safeguards against harm and exploitation paralleling those for human subjects. These safeguards should include empowering third parties to act as surrogate decision makers for chimpanzees, ensuring participant “assent,” and avoiding recruitment of animal subjects based merely on convenience.     

Can AI language models replace human participants?

Recent work suggests that language models such as GPT can make human-like judgments across a number of domains. We explore whether and when language models might replace human participants in psychological science. We review nascent research, provide a theoretical model, and outline caveats of using AI as a participant.     

The Lidcombe Program of early stuttering intervention for Malaysian families: Four case studies

PurposeThis study investigated the outcomes of implementing the Lidcombe Program, an evidence-based early intervention for stuttering, with four preschool children in Malaysia. Early stuttering intervention is currently underdeveloped in Malaysia, where stuttering treatment is often more assertion-based than evidence-based. Therefore, introducing an evidence-based early stuttering intervention is an important milestone for Malaysian preschoolers who stutter.MethodThe participants ranged from 3 years 3 months to 4 years 9 months at the start of the study. Beyond-clinic speech samples were obtained at 1 month and 1 week pretreatment and immediately post-Stage 1, and at 1 month, 3 months, 6 months and 12 months post-Stage 1.ResultsTwo participants, who were bilingual, achieved near-zero levels of stuttering at 12 months posttreatment. Near zero levels of stuttering were also present in their untreated languages. One participant withdrew due to reasons not connected with the research or treatment. The remaining participant, who presented with severe stuttering, completed Stage 1 but had some relapse in Stage 2 and demonstrated mild stuttering 12 months post-Stage 1.ConclusionsThe outcomes were achieved without the need to significantly adapt Lidcombe Program procedures to Malaysian culture. Further research to continue evaluation of the Lidcombe Program with Malaysian families and to estimate proportion of those who will respond is warranted.     

Better to Exploit than to Neglect? International Clinical Research and the Non‐Worseness Claim

Clinical research is increasingly ‘offshored’ to developing countries, a practice that has generated considerable controversy. It has recently been argued that the prevailing ethical norms governing such research are deeply puzzling. On the one hand, sponsors are not required to offshore trials, even when participants in developing countries would benefit considerably from these trials. On the other hand, if sponsors do offshore, they are required not to exploit participants, even when the latter would benefit from and consent to exploitation. How, it is asked, can it be worse to exploit the global poor than to neglect them when exploitation is voluntary and makes them better off? The present article seeks to respond to this challenge. I argue that mutually beneficial and voluntary exploitation can be worse than neglect when — as is typically true of exploitative international research — it takes advantage of unjust background conditions. This is because, in such cases, exploitation overlaps with another, less familiar wrong: complicity in injustice. Recognising complicity as a distinct wrong should make us judge exchanges arising from background injustice more harshly than we typically do, in research and elsewhere.     

How inherently noisy is human sensory processing?

Like any physical information processing device, the human brain is inherently noisy: If a participant is presented with the same sensory stimulus multiple times and is asked to press one of two buttons in response to some property of the stimulus, the response may vary even though the stimulus did not. This response variability can be used to estimate the amount of so-called internal noise—that is, noise that is not present in the stimulus (such as random dynamic dots on the screen) but in the participant’s brain. How large is this internally generated noise? We obtained >400 independent estimates on 40 participants for a range of protocols (yes/no, two-, four-, and eight-alternative forced choice), modalities (auditory and visual), attentional state, adaptation state, stimulus types (static, moving, stereoscopic), and other parameters (timing, size, contrast). Our final estimate at ～1.3 (units of external noise standard deviation) is generally somewhat larger than that previously inferred from smaller and less varied data sets. We discuss the impact of high levels of internal noise on a number of experimental and computational efforts aimed at understanding and characterizing human sensory processing.     

Ethics and the Social Dimension of Research Activities

This study identifies some of the ethical issues that arise in the everyday practice of researching in collecting interactional data. A form of conceptualizing ethics in research is proposed as awareness of the social dimension of research practices and their transformative nature. The collection of ethnographic data—including interviewing, observing, audiovisual recording, and other methods—is achieved by means of social interactions that necessarily imply issues of face, relevance, appropriateness, politeness, and identity, to name a few. Research activities have an impact on both the setting and the participants in the study, in fact, they become part of the setting studied. At times, participants may be using the research activity for their own ends. It is important for researchers to be aware of and responsible for the impact they have on the setting under study. Some ethical problems encountered conducting actual research activities are discussed as an illustration: issues related to negotiation of consent in semipublic settings and to the protection of informants’ anonymity. The actual resolution of these problems is presented as research findings from the everyday practice of doing research. Systematic reflection on the social and interactional dimension of how ethical decisions are taken during actual research activities could make legislation on the protection of research participants and ethical guidelines more realistic and useful.     

“Not Tied Up Neatly with a Bow”: Professionals’ Challenging Cases in Informed Consent for Genomic Sequencing

As the use of genomic technology has expanded in research and clinical settings, issues surrounding informed consent for genome and exome sequencing have surfaced. Despite the importance of informed consent, little is known about the specific challenges that professionals encounter when consenting patients or research participants for genomic sequencing. We interviewed 29 genetic counselors and research coordinators with considerable experience obtaining informed consent for genomic sequencing to understand their experiences and perspectives. As part of this interview, 24 interviewees discussed an informed consent case they found particularly memorable or challenging. We analyzed these case examples to determine the primary issue or challenge represented by each case. Challenges fell into two domains: participant understanding, and facilitating decisions about testing or research participation. Challenges related to participant understanding included varying levels of general and genomic literacy, difficulty managing participant expectations, and contextual factors that impeded participant understanding. Challenges related to facilitating decision-making included complicated family dynamics such as disagreement or coercion, situations in which it was unclear whether sequencing research would be a good use of participant time or resources, and situations in which the professional experienced disagreement or discomfort with participant decisions. The issues highlighted in these case examples are instructive in preparing genetics professionals to obtain informed consent for genomic sequencing.     

Beyond Distributive Justice: The Reasonableness Norm in Chinese Reward Allocation

Western theorists have generally construed reward allocation as mainly a rational action by the notion that allocation decision-making is based solely on people's justice concern. We argued that reward allocation, as a social act taking place in a specific social-situational context, is influenced both by some social interactive factors such as the relationship and social interactions between the participants, and by the pervasive social norms governing people's conduct in a particular society. This study aimed at examining the influence of two such factors, guanxi (equivalent to relationship) and renqing (equivalent to human affect), on Chinese allocation decision-making under a distributive situation. We hypothesized that Chinese allocators would base their decision not only on their judgment of the participants' contributions but also on their guanxi with the participant. Specifically, we predicted that the emphasis on guanxi and renqing would be manifested in the Chinese allocator's employment of the reasonableness norm dictating that both reason ( li ) and affect ( qing ) are considered in making allocation decisions. To test this hypothesis, we adopted the scenario approach and asked subjects to hypothetically allocate a reward to one of six guanxi partners. The 228 participants were divided into six groups; in each group they were instructed to do the allocation based on one of the five norms respectively: fairness ( he li ), renqing , equity ( gong zheng ), "ought to," reasonableness ( he qing he li ), and to indicate what they "would" allocate. The findings confirmed that the reasonableness norm was the one which subjects adopted in reward allocation. The results were discussed in the context of Chinese culture.     

What is “theory of mind”? Concepts,cognitive processes and individual differences

Research on “theory of mind” has traditionally focused on a narrow participant group (preschool children) using a narrow range of experimental tasks (most notably, false-belief tasks). Recent work has greatly expanded the age range of human participants tested to include human infants, older children, and adults, has devised new tasks, and has adopted methods from cognitive psychology and neuroscience. However, theoretical work has not kept pace with these changes, with the result that studies using one kind of method or participant group often inherit assumptions about the nature of theory of mind from other research, with little regard for whether these assumptions are appropriate. I argue that three distinct approaches to thinking about theory of mind are already implicit in research practice, and that future work, whether with infants, children, or adults, will benefit from articulating these approaches more clearly and following their different implications for what theory of mind is and how it should be studied.     

What is "theory of mind"? Concepts, cognitive processes and individual differences

Research on "theory of mind" has traditionally focused on a narrow participant group (preschool children) using a narrow range of experimental tasks (most notably, false-belief tasks). Recent work has greatly expanded the age range of human participants tested to include human infants, older children, and adults, has devised new tasks, and has adopted methods from cognitive psychology and neuroscience. However, theoretical work has not kept pace with these changes, with the result that studies using one kind of method or participant group often inherit assumptions about the nature of theory of mind from other research, with little regard for whether these assumptions are appropriate. I argue that three distinct approaches to thinking about theory of mind are already implicit in research practice, and that future work, whether with infants, children, or adults, will benefit from articulating these approaches more clearly and following their different implications for what theory of mind is and how it should be studied.     

Photo-Elicitation Interviews with Vulnerable Populations: Practical and Ethical Considerations

Photo-elicitation is a qualitative interview technique where researchers solicit responses, reactions, and insights from participants by using photographs or other images as stimuli. Images can be researcher-generated or participant-generated and each has particular benefits and challenges. Though not new, the use of images within criminology is an underused technique. In this paper we advocate the use of photo-elicitation techniques suggesting that they offer a powerful addition to standard data collection and presentation techniques. In making our case, we draw on our experiences from an 18-month long photo-ethnography of people living in rural Alabama who use methamphetamine. The ethnography consisted of formal interviews and informal observations with 52 participants and photography of 29 of them. While we draw on our overall experiences from the project we focus specifically on the photographs generated by, and taken of, one key participant—Alice. We demonstrate the benefits and challenges of using photo elicitation interviews with vulnerable individuals such as Alice, by considering themes such as representation, empowerment and emotionality. Additionally, we highlight the practical and ethical issues that confront researchers who incorporate the visual into their research.