In favour of a Millian proposal to reform biomedical research

One way to make philosophy of science more socially relevant is to attend to specific scientific practises that affect society to a great extent. One such practise is biomedical research. This paper looks at contemporary U.S. biomedical research in particular and argues that it suffers from important epistemic, moral and socio-economic failings. It then discusses and criticises existing approaches to improve on the status quo, most prominently by Thomas Pogge (a political philosopher), Joseph Stiglitz (a Nobel-prize winning economist) and James Robert Brown (a philosopher of science). Finally, it sketches an alternative proposal and argues for its superiority. The proposal has four components: changing the intellectual property regime; instituting independent clinical research; aligning innovators’ and patients’ interests; and enacting additional regulation.     

Investigating the Relationship Between Attention and Working Memory in Clinical and Community Samples

The first aim of the present study was to investigate whether differences in core deficits in ADHD subtypes lead to dissociable working memory profiles. The second aim was to compare the working memory profiles of inattentive students with those identified as having poor working memory, as they exhibit very similar behavioral profiles. Finally, the relationship between working memory and academic attainment in these groups were also of interest. Four groups of 9-year-olds were recruited: a community sample of children with inattentive symptoms, a clinically diagnosed group of children with ADHD-Combined, children with low working memory, and a healthy comparison group. They were assessed on measures of working memory, IQ, academic attainment, and sustained attention. The findings indicated that the combined and inattentive subtypes could not be distinguished on the basis of their working memory profile. In contrast, those with inattentive symptoms did better on the short-term memory tasks than the low working memory group. The majority of all three atypical groups performed very poorly in reading and math. This pattern can be interpreted as reflecting the link between working memory and academic attainment, even in those with attention problems.     

The empirical link between relationship marketing tools and consumer retention in retail marketing

This article focuses on the key relationship marketing tools of customer service, loyalty/rewards programs, brand/store community, personalization and customization, and their relationship with customer retention. The relationship between customer service, loyalty/rewards programs, customization, personalization, brand/store community and customer retention were examined via an empirical investigation of 450 loyalty/reward program members of three retail stores in Malaysia. The administration of the survey was personally administered but self‐completed. Four of the five relationship marketing tools, namely, customer service, loyalty/rewards programs, brand/store community and personalization, had a significant positive relationship with customer retention. The findings provided valuable insights into the loyalty program management practices of retail stores in a developing country context. Copyright © 2013 John Wiley & Sons, Ltd.     

Resilience to Childhood Abuse and Neglect in College Students

This study examined the prevalence of a history of childhood maltreatment in a college sample and identified the relationship between being maltreated as a child and later college adjustment in men and women. Results indicate that men who had been maltreated in childhood had more resilient outcomes in college than women who had been maltreated in childhood. Negative life events and protective factors acted as mediators in the relationship between childhood maltreatment and college adjustment for women, and protective factors acted as a moderator in the relationship between childhood maltreatment and college adjustment for men.     

Age,context, and spatial memory: A neuropsychological approach

Abstract

The hypothesis that a reduction in age differences in spatial location memory in the presence of distinctive cues reflects a decreased dependence on a hippocampally based memory system was tested in three experiments. In Experiments 1 and 2 the presence of distinctive cues did not reduce age differences in spatial location memory nor did these cues eliminate the significant relation between spatial location memory and a measure of hippocampal function. Distinctive cues did, however, place additional demands on processing resources and spatial visualization abilities. In Experiment 3 the relevance of prior knowledge was manipulated. With irrelevant prior knowledge there was a strong unique association between the hippocampal measure and outcome measure. With relevant prior knowledge there was no such association. the implications of these findings for understanding the role of the hippocampus in age-related decline in memory for locations are discussed.     

EMU Leadership: An egalitarian magnanimous undemocratic way for schools

This paper suggests that the nature of leadership as a significant human characteristic, derived from both philosophical and psychological theorizing, can appropriately be seen as egalitarian (in Macmurray's sense) and magnanimous (in Aristotle's sense), whilst remaining undemocratic. Empirical research carried out in schools supports the idea that, in particular circumstances, this model of leadership may indeed already be recognized in schools. In addition, there are brief references to the psychology of leadership, to the ways in which learning in schools might be theorized, and to the nature of schools as communities. Finally, implications for 'followers' as well as leaders, and for spiritual development in schools, are explored.     

Varying reinforcement magnitude on interval schedules

In Experiment 1, rats were trained on either a random-interval or a variable-interval 60-sec schedule of reinforcement, and reinforcement magnitude was varied across conditions between one and four pellets. Although the two schedules maintained different patterns of behaviour, patterns and rates of responding were not systematically affected by the variation in reinforcement magnitude. In Experiment 2, a regulated probability interval schedule that generated similar rates of reinforcement to those of the schedules of Experiment 1 was used, with the pattern of behaviour generated resembling that typical of a random-interval schedule. Changing reinforcement magnitude again produced few systematic changes in behaviour. In Experiment 3, a variable-ratio schedule was used within a procedure that otherwise resembled that of Experiments 1 and 2. Increasing the reinforcement magnitude now decreased the rates of responding, and examination of the patterns of responding showed that this came about because rates of responding were higher early in the interreinforcer interval in the one-pellet condition. These experiments demonstrate the insensitivity of behaviour under interval schedules to changes in reinforcement magnitude and suggest the operation of mechanisms different from those engaged by ratio schedules and discretetrial learning procedures.