Authors and publication practices

Although authors are usually considered to be the main perpetrators of research and publication misconduct, any person involved in the process has the potential to offend. Editors may breach ethical standards particularly with respect to conflicts of interest. In the same way that authors are now required to declare competing interests, notably commercial affiliations, financial interests and personal connections, so must editors. Editors can influence the chances of acceptance or rejection of a paper by reviewer selection. Reviewers should also be ready to disclose conflicts of interest. They must ensure that their reviews are evidence based and free from destructive criticism driven by self interest. It seems likely that ultimately we will progressively move towards 'open' peer review in which both the authors and the reviewers are known to each other. There is an urgent need for increased transparency of the relationship between editors and owners. The events of the last few years indicate that unless this interface is fully understood by all parties, conflicts may arise. There is also a need for a radical overhaul in the relationship between journals, journal editors and the biomedical industry. It is now increasingly accepted that all clinical trials should be registered in a centrally held database and that protocols should include the primary and secondary outcome measures and the intended approach to data analysis thereby avoiding opportunistic post hoc analyses. However, the even more radical proposal that journals should cease to publish clinical trials sponsored by industry deserves wider debate.     

The utility of written numerals for preschool children when solving additive problems / La utilidad de los numerales escritos en la resolución de problemas aditivos en niños preescolares

Abstract

The purpose of this study was to determine the impact the presence conventional written numerals has on solving additives problems. We asked 45 children (aged four and five) to solve ten different 5 + 3 type problems by adding tokens that were placed into an opaque box in view of the children. The participants’ performance in counting, recognizing written numerals and solving a number conservation task were assessed. The results suggest that the presence of written numerals facilitated children’s ability to perform additive operations: they were able to use these numerals as a reference to calculate the amount of tokens added, even those who had not shown good quantitative judgement in the number conservation task. Identifying preschoolers’ possible reliance on written numerals could eventually influence formal teaching conditions.     

Teaching children with autism to tell socially appropriate lies

This study used a nonconcurrent multiple baseline across participants design to evaluate the use of rules, role‐play, and feedback for teaching 3 children with autism spectrum disorder to tell socially appropriate lies when (a) presented with an undesired gift and (b) someone's appearance changed in an undesired way. The intervention was effective in teaching use of socially appropriate lies, and generalization to untrained people and gifts or appearances was observed.