Academic Misconduct Among Portuguese Economics and Business Undergraduate Students- A Comparative Analysis with Other Major Students

The main purpose of this study is to understand the demographic, personal and situational determining factors leading to academic misconduct among undergraduate students by comparatively analyzing the differences among Economics and Business students and other major students. Two thousand four hundred ninety-two undergraduate students from different Portuguese Public Universities answered a questionnaire regarding their propensity to commit academic fraud, 640 of whom were Economics and Business students. Results concluded that Economics and Business students can be distinguished from others regarding the likelihood of copying from the other Major students. Younger students admit more readily to the possibility of cheating than older students. Results indicate a greater probability of acceptance of dishonest practices outside the area of Economics and Management and a greater probability of condemnation of improper practices by students of Economics and Management. This indicates that students of Economics and Management are aware that their behavior is incorrect and unacceptable; peer-pressure and the learning process itself constitute the main justifications provided by Economics and Business students for their fraudulent actions. Implications for this practice are discussed.     

Free associate norms for 139 European Portuguese words for children from different age groups

In the present study, we present normative ratings of free association for 139 European Portuguese (EP) words among 7- to 8-, 9- to 10-, and 11- to 12-year-old children attending the 3rd, 5th, and 7th grades of elementary and middle school in Portugal. For each word, five indices are presented: (a) the percentage of associates, (b)?the strength of the first associate, (c)?the strength of the second associate, (d) the distance between the first and second associates, and (e)?the percentage of idiosyncratic responses. Additionally, grade-level frequency values for each word from the ESCOLEX database (Soares et al., in press) are also provided. As expected, the results revealed developmental changes in the knowledge organization of the children, which occurred at the ages of 9–10 (5th grade) and remained stable in the 11- to 12-year-old children (7th grade). Specifically, we observed a decrease in the percentages of associates and idiosyncratic responses, as well as an increase in the strengths of the first and second associates from the 3rd to the 5th grade. Moreover, a comparative analysis with the previous work of Carneiro, Albuquerque, Fernandez, and Esteves (2004) on EP and Macizo, Gómez-Ariza, and Bajo (2000) on Spanish, for the subsets of common words (16 and 58, respectively), showed that the present norms fit well with previous EP data, but differ from the Spanish data.     

A critique of the usefulness of inferential statistics in applied behavior analysis

Researchers continue to recommend that applied behavior analysts use inferential statistics in making decisions about effects of independent variables on dependent variables. In many other approaches to behavioral science, inferential statistics are the primary means for deciding the importance of effects. Several possible uses of inferential statistics are considered. Rather than being an objective means for making decisions about effects, as is often claimed, inferential statistics are shown to be subjective. It is argued that the use of inferential statistics adds nothing to the complex and admittedly subjective nonstatistical methods that are often employed in applied behavior analysis. Attacks on inferential statistics that are being made, perhaps with increasing frequency, by those who are not behavior analysts, are discussed. These attackers are calling for banning the use of inferential statistics in research publications and commonly recommend that behavioral scientists should switch to using statistics aimed at interval estimation or the method of confidence intervals. Interval estimation is shown to be contrary to the fundamental assumption of behavior analysis that only individuals behave. It is recommended that authors who wish to publish the results of inferential statistics be asked to justify them as a means for helping us to identify any ways in which they may be useful.