Academic Misconduct in Nigerian Medical Schools-A Report from Focus Group Discussions among House Officers

Concern is growing as research continues to find evidence of academic misconduct among medical students. There is, however, paucity of information on this issue among medical students and medical graduates in Africa. We determined the perceptions and attitude of house officers on academic misconduct within Nigerian medical schools. We conducted 7 focus group discussions (FGDs) among pre-registration house-officers (PRHOs) working in a Nigerian Teaching hospital between October and November 2013. A FGD guide containing 7 broad questions related to their perception and attitude on academic misconduct was employed. Ethnographic content analysis and manual coding were adopted in identifying themes, issues and representative quotations. A total of 58 participants out of an eligible pool of 76 PRHOs were recruited. All the groups associated academic misconduct chiefly with cheating in examinations, and perceived it as a commonplace problem. “It is a part of school life”, admitted one PRHO. Copying during exam appeared to be the commonest form of cheating. Another respondent opined that “The lecturers should be more concerned with helping students understand better. They should not make passing an exam a do-or-die affair.” The perception and attitudes towards academic misconduct may be a reflection of the prevailing moral decline in the contemporary Nigerian society. Underlying the reasons adduced by the participants for getting involved in academic misconduct is the fear of failure in examinations. Apart from consolidating formal and informal medical ethics education, the medical schools should ensure that the opportunities and pressures to indulge in academic misconduct are minimized.     

Scoring best-worst data in unbalanced many-item designs,with applications to crowdsourcing semantic judgments

Best-worst scaling is a judgment format in which participants are presented with a set of items and have to choose the superior and inferior items in the set. Best-worst scaling generates a large quantity of information per judgment because each judgment allows for inferences about the rank value of all unjudged items. This property of best-worst scaling makes it a promising judgment format for research in psychology and natural language processing concerned with estimating the semantic properties of tens of thousands of words. A variety of different scoring algorithms have been devised in the previous literature on best-worst scaling. However, due to problems of computational efficiency, these scoring algorithms cannot be applied efficiently to cases in which thousands of items need to be scored. New algorithms are presented here for converting responses from best-worst scaling into item scores for thousands of items (many-item scoring problems). These scoring algorithms are validated through simulation and empirical experiments, and considerations related to noise, the underlying distribution of true values, and trial design are identified that can affect the relative quality of the derived item scores. The newly introduced scoring algorithms consistently outperformed scoring algorithms used in the previous literature on scoring many-item best-worst data.     

Sacred Text Motivation for General L2 Learners: a Mixed Methods Study

In an attempt to move towards a non-linear dynamic system the present study concerns itself with investigating the applicability of sacred text motivation (STM) for general second language learners (GL2Ls) rather than specific learners with religious preferences. A mixed methods research was conducted with the help of 400 participants to examine the relationship between being motivated by sacred text and improving reading comprehension. The research confirms significance of relationship between STM-based treatment and improving reading comprehension as a result of quantitative analyses and that the majority of participants hold positive opinion concerning the use of sacred texts in L2 learning to improve reading comprehension based on qualitative analyses. The analyses of the interviews conducted following the administered treatment revealed that the quantitative effect of STM-based treatment can be better explained through qualitative findings.     

Empathy and the aesthetic: Why does art still move us?

In this article I will argue for the affective-motivation (background affective attitude or orientation) hypothesis that incubates the aesthetic experience and sets the deep frame of our engagement with art. For this, I look at these microgenetic—early passages of (a) affective perception as mapped into the early emergence of tertiary qualities that underlie a sensorimotor synchronization—a coupling of action, emotion and perception via mirroring that result in dynamic embodied anticipatory control and a feeling of proximity/connectedness and (b) developmental passages that are characterized by spatiotemporal coordination and proximity of the self-other/interactive object and thus structure intentionality, shape experience, in an engaging world of action potentialities forming a background affective attitude. As I will argue these qualitative emergent layers provide the minimal for the aesthetic and the ‘feeling into’ empathy, or their phenomenological counterparts enable engaged, embodied perception and imagination underlying expressive symbolic communication in interpersonal settings but also for the possibility of art. These layers have an ‘echoing’ effect (pre-attentive) when we let ourselves to be ‘moved’ from within by art. The underlying mechanism could be found in the mirroring interface of the upcoming bottom-up and feeding forward anticipatory/predictive (top-down) function of the ‘embodied action’ representations that are affective, imitative and grounded in the body-affective matrix—carrying experiential affordances and keeping the intersubjective ties between spectator and beheld/object. Given the asymmetry on action tendency between them that affords the ‘subordination of the goal-directed action’ into to the means of the action’s unfolding, aesthetic experiences can go deeply back reconstructing the first level of emerging consciousness where both the aesthetic and ethic became actualities. This could be by itself deeply rewarding, amplifying the experience to the ‘edge’. This is a ‘hot’ cognition self-restructuring related to morality when facing the sufferings—so there might be something special bout art and negative emotions in relation to empathy.     

Attenuated audiovisual integration in middle-aged adults in a discrimination task

Numerous studies have focused on the diversity of audiovisual integration between younger and older adults. However, consecutive trends in audiovisual integration throughout life are still unclear. In the present study, to clarify audiovisual integration characteristics in middle-aged adults, we instructed younger and middle-aged adults to conduct an auditory/visual stimuli discrimination experiment. Randomized streams of unimodal auditory (A), unimodal visual (V) or audiovisual stimuli were presented on the left or right hemispace of the central fixation point, and subjects were instructed to respond to the target stimuli rapidly and accurately. Our results demonstrated that the responses of middle-aged adults to all unimodal and bimodal stimuli were significantly slower than those of younger adults (p < 0.05). Audiovisual integration was markedly delayed (onset time 360 ms) and weaker (peak 3.97%) in middle-aged adults than in younger adults (onset time 260 ms, peak 11.86%). The results suggested that audiovisual integration was attenuated in middle-aged adults and further confirmed age-related decline in information processing.     

Seeing what is not seen

This paper connects ideas from twentieth century Gestalt psychology, experiments in vision science, and Maurice Merleau-Ponty’s phenomenology of perception. I propose that when we engage in simple sensorimotor tasks whose successful completion is open, our behavior may be motivated by practical perceptual awareness alone, responding to invariant features of the perceptual field that are invisible to other forms of perceptual awareness. On this view, we see more than we think we see, as evidenced by our skillful bodily behavior.     

Sensorimotor theory,cognitive access and the ‘absolute’ explanatory gap

Sensorimotor Theory (SMT) is the claim that it is our practical know-how of the relations between our environments and us that gives our environmental interactions their experiential qualities. Yet why should such interactions involve or be accompanied by experience? This is the ‘absolute’ gap question. Some proponents of SMT answer this question by arguing that our interactions with an environment involve experience when we cognitively access those interactions. In this paper, I aim to persuade proponents of SMT to accept the following three claims. First, that appeals to cognitive access fail to answer the absolute gap question. Second, that SMT can be read in a way that rejects the gap question. Third, that if proponents of SMT are prepared to read SMT in a way that rejects the absolute gap question, then they can also reject the claim that cognitive access is needed to explain experience.