Science and ethics in conducting, analyzing, and reporting psychological research

The relationship between scientific quality and ethical quality is considered for three aspects of the research process: conduct of the research, data analysis, and reporting of results. In the area of conducting research, issues discussed involve design, recruitment, causism, scientific quality, and costs and utilities. The discussion of data analysis considers data dropping, data exploitation, and meta-analysis. Issues regarding reporting of results include misrepresentation of findings, misrepresentation of credit, and failure to report results as a result of self censoring or external censoring.     

Complexities in Cancer Risk Counseling: Presentation of Three Cases

Complexities abound in the identification and management of families at increased risk for inherited forms of cancer. One of the ways to learn as a profession how best to provide cancer risk counseling (CRC) is to share counseling experiences. Such cases can provide insight into the issues raised by families and ways in which genetic counselors have handled complex situations. Here we describe three CRC cases initially presented at the 1995 American College of Medical Genetics meeting. The first case involves balancing the importance of informing a family of the presence of an inherited cancer syndrome with the family's right not to know. The second case illustrates the difficulties in assisting an individual to make medical management decisions in the face of uncertain risk information. The third case describes the complex interactions with a woman before and after her decision to have prophylactic surgery. (affiliated with Long Beach Memorial Breast Center at the time of counseling)     

The effects of covert and overt modeling on assertive behavior

Three modeling therapy formats (overt modeling with a standard hierarchy of situations. covert modeling with the standard hierarchy, and covert modeling with a self-tailored hierarchy) were compared to assess their relative efficacy in developing assertive skills. Half the subjects in each treatment condition received or did not receive generalization training. Significant within-group improvement was indicated on four self-report measures. Overall, the results suggest that covert modeling was as effective as overt modeling or covert modeling plus self-tailoring for instating assertion among nonassertive college women.     

The role of the study section in the NIH peer review system

This paper describes the NIH grants review system, which is designed to evaluate a grant proposal for both technical merit and programmatic interest. In particular, it discusses the initial review for scientific and technical merit, using as example the Computer Study Section, which reviews applications in computer science, physiological modeling, and statistics. Criteria for evaluation include: knowledge of the state of the field, relevance to scientific innovation, commitment by the investigator, strength of association between theoretician and practitioner, methodology, human factors, and experience.     

Concept attainment, transfer, and retention through observation and rule-provision

The effects of observing a model and of providing a response rule on the learning, transfer, and retention of a dial-reading, numerical concept were studied in 144 third graders. Different Es conducted the immediate learning procedures versus the measurements of retention. No extrinsic reinforcers were promised or dispensed. The children profited both from modeling and from rule-provision, with the strongest learning, transfer, and retention displayed by the group that watched the model and also received the rule summary. Sequence of presenting the sets of retention stimuli (including a series of novel generalization items not previously encountered) did not influence the strength of concept retention 6 weeks after training.     

Early Election Returns and the Voting Behavior of Adolescent Voters1

High school students participated in a field experiment that tested the effects of exposure to early election returns in a nonpartisan referendum. On a pretest of attitudes, students stated their preferences on the issue of the school's grading policy. One week later, just before voting, subjects in the experimental condition received information announcing the probable outcome of the election. There was a significant relationship between class achievement level and (a) likelihood of changing vote, and (b) the direction of change. Students in the brighter classes changed their votes less frequently, but when they changed their preferences they showed a greater bandwagon effect. Students in the classes of lower academic achievement changed their votes more frequently, but when they changed their preferences they showed a greater underdog effect. Differences between the more typical political election in which bandwagon and underdog effects are seldom reported and the experimental election were discussed.     

Counselor and client personality as determinants of counselor expectancy effects

Seventy-eight students enrolled in summer-session college courses were randomly assigned to serve either as counselors or as clients for a 20-min, role-played peer counseling session. All of the subjects completed a battery of standardized personality measures. Each counselor interacted with two clients. Prior to the sessions, the counselor was led to believe that one of the clients was especially introverted and that the other client was especially extraverted. Dependent measures were based on clients' change scores on a mood adjective rating scale administered before and after the peer counseling sessions. Analyses showed that counselors who were more successful at biasing their clients in the direction of their expectancies (a) scored higher on measures of Dogmatism, Nurturance, and Social Recognition, (b) scored lower on Impulsivity, and (c) were more likely to be women. Clients who were more susceptible to counselor bias scored higher on the Self-Monitoring Scale, the Self-Monitoring Other-Directedness subscale, and Social Recognition. These results are discussed in light of previous research and their implications for research on interpersonal expectancy effects.