Working with Research Integrity—Guidance for Research Performing Organisations: The Bonn PRINTEGER Statement

This document presents the Bonn PRINTEGER Consensus Statement: Working with Research Integrity—Guidance for research performing organisations. The aim of the statement is to complement existing instruments by focusing specifically on institutional responsibilities for strengthening integrity. It takes into account the daily challenges and organisational contexts of most researchers. The statement intends to make research integrity challenges recognisable from the work-floor perspective, providing concrete advice on organisational measures to strengthen integrity. The statement, which was concluded February 7th 2018, provides guidance on the following key issues:

1. § 1.
   Providing information about research integrity
    
2. § 2.
   Providing education, training and mentoring
    
3. § 3.
   Strengthening a research integrity culture
    
4. § 4.
   Facilitating open dialogue
    
5. § 5.
   Wise incentive management
    
6. § 6.
   Implementing quality assurance procedures
    
7. § 7.
   Improving the work environment and work satisfaction
    
8. § 8.
   Increasing transparency of misconduct cases
    
9. § 9.
   Opening up research
    
10. § 10.
    Implementing safe and effective whistle-blowing channels
     
11. § 11.
    Protecting the alleged perpetrators
     
12. § 12.
    Establishing a research integrity committee and appointing an ombudsperson
     
13. § 13.
    Making explicit the applicable standards for research integrity
     

     

Deadly combinations: how leadership contexts undermine the activation and enactment of followers’ high core self-evaluations in performance

Employees with high core self-evaluations (CSE) generally perform well in their jobs. The enactment of CSE in performance occurs within contexts, and leadership is one form of context that influences the activation and expression of CSE. Drawing on theories of CSE and leader–member exchange (LMX), we characterized the leadership context as the interaction between leader CSE and LMX quality. Examination of 173 followers and their 31 leaders in a manufacturing organization showed a positive association between follower CSE and performance when the context comprised high leader CSE and high LMX. Conversely, leadership contexts comprising high leader CSE and low LMX, or low leader CSE and high LMX, resulted in a negative relationship between follower CSE and performance. We also show that low CSE followers have relatively high performance under some circumstances. Thus, we contribute to understanding how some leadership contexts undermine high CSE followers’ performance and promote low CSE followers’ performance.     

Taxometric analyses of sexual orientation and gender identity

Taxa are nonarbitrary classes whose existence is an empirical question and not a matter of mere semantic convenience. Taxometric procedures detect whether numerical relations between purported indicators of conjectured taxa bear the hallmarks of true taxa. On the basis of theoretical considerations, the current study tested whether taxa underlie sexual orientation and related measures of gender identity. Two taxometric procedures, maximum covariance, making hits maximum (MAXCOV) and mean above minus below a cut (MAMBAC), were applied to Kinsey Scales and measures of childhood gender nonconformity and adult gender identity in a sample of nearly 5,000 members of the Australian Twin Registry. Results suggest that latent taxa underlie these measures. About 12-15% of men and 5-10% of women belong to latent taxa associated with homosexual preference. These percentages are greater than those of individuals who report homosexual preference, however, and hence it appears that an appreciable proportion of individuals in these taxa have heterosexual preference. An understanding of the origins of these latent taxa may be important to understanding the development of sexual orientation and gender identity.     

Motivational state regulates the content of learned flavor preferences

Rats acquired a preference for an aqueous odor (almond) presented in simultaneous compound with sucrose. Separate presentations of saccharin reduced this preference in rats with ad-lib access to food during training or at test, but not in rats that were hungry during both training and test. In contrast, separate presentations of sucrose reduced the preference for the almond irrespective of deprivation state during training and test. We interpret the results to mean that a hungry rat forms odor-taste and odor-calorie associations, and its motivational state on test determines which of these associations controls the preference. In contrast, a rat that is not hungry during training only forms an odor-taste association, and its performance on test is independent of its level of hunger.     

Variation among developmental dyslexics: evidence from a printed-word-learning task

A word-learning task was used to investigate variation among developmental dyslexics classified as phonological and surface dyslexics. Dyslexic children and chronological age (CA)- and reading level (RL)-matched normal readers were taught to pronounce novel nonsense words such as veep. Words were assigned either a regular (e.g., "veep") or an irregular (e.g., "vip") pronunciation. Phonological dyslexics learned both regular and exception words more slowly than the normal readers and, unlike the other groups, did not show a regular-word advantage. Surface dyslexics also learned regular and exception words more slowly than the CA group, consistent with a specific problem in mastering arbitrary item-specific pronunciations, but their performance resembled that of the RL group. The results parallel earlier findings from Manis, Seidenberg, Doi, McBride-Chang, & Petersen [Cognition 58 (1996) 157-195] indicating that surface dyslexics and phonological dyslexics have a different profile of reading deficits, with surface dyslexics resembling younger normal readers and phonological dyslexics showing a specific phonological deficit. Models of reading and reading disability need to account for the heterogeneity in reading processes among dyslexic children.     

Some characteristics of auditory spatial attention revealed using rhythmic masking release

The tuning of auditory spatial attention with respect to interaural level and time difference cues (ILDs and ITDs) was explored using a rhythmic masking release (RMR) procedure. Listeners heard tone sequences defining one of two simple target rhythms, interleaved with arhythmic masking tones, presented over headphones. There were two conditions, which differed only in the ILD of the tones defining the target rhythm: For one condition, ILD was 0 dB and the perceived lateral position was central, and for the other, ILD was 4 dB and the perceived lateral position was to the right; target tone ITD was always zero. For the masking tones, ILD was fixed at 0 dB and ITDs were varied, giving rise to a range of lateral positions determined by ITD. The listeners' task was to attend to and identify the target rhythm. The data showed that target rhythm identification accuracy was low, indicating that maskers were effective, when target and masker shared spatial position, but not when they shared only ITD. A clear implication is that at least within the constraints of the RMR paradigm, overall spatial position, and not ITD, is the substrate for auditory spatial attention.     

Describing the Acquisition of Determiners in English: A Growth Modeling Approach

This paper, based on naturalistic data, describes the acquisitional course and use of the articles a and the in young English-speaking children (18-61 months), with special emphasis on the role of individual variation. A growth modeling approach to the data reveals that children's individual acquisition schedules are similar in trend, but vary in the rate at which they omit determiners at a given point of time. This picture suggests that an analysis that presumes homogeneous development will seriously misrepresent the fluctuations between and within individuals. Interestingly, this variation does not reflect a variation in children's abilities to use determiners correctly-irrespective of the rate in which they used determiners, children seldom used determiners incorrectly. The analysis also reveals that children's optional omission of determiners in obligatory contexts, beginning at 18 months of age, gradually decreases on average by 3-4% a month until 36 months of age, and thereafter plunges by a factor of 10 to an average of 0.3% per month. At 36 month of age the majority of children use determiners at a near-mastery level (Brown, 1973). These findings provide a useful framework for theorizing about possible mechanisms underlying the nature of early language development pre- and post-36 months of age.