The professional engineer: Virtues and learning

The ethical codes of the professional engineering bodies identify the responsibilities of the engineer. Of equal importance to the codes are the virtues which enable the engineer to fulfil these responsibilities. After briefly reviewing such virtues this paper argues that the systematic learning of virtues is possible in a formal way through learner centred learning. Central to this learning experience is the development of integrity which focuses the other major virtues and enables reflection upon them. A review of undergraduate courses suggests how this can be achieved. Rev’d. Dr. Simon Robinson is a lecturer in the Centre for Business and Professional Ethics at the University of Leeds.     

On networks: Network therapy,network intervention and networking

The theories, techniques, and applications of interventions in social networks have multiplied in recent years. This brief paper traces the significant clinical literature on networks, at the same time pointing out similarities with tribal healing in primitive societies. Present-day applications to human support systems, from half-way houses to therapeutic family reunions, are included. Network therapy is a system model of psychotherapy and as such is an older, more public model than the one to one therapies. This has important implications for differing views of privacy and confidentiality, and of holistic versus scientific healing.     

Cerebral lateralization of deaf and hearing individuals for linguistic comparison judgments.

A group of congenitally deaf adults and a group of hearing adults, both fluent in sign language, were tested to determine cerebral lateralization. In the most revealing task, subjects were given a series of trials in which they were fist presented with a videotaped sign and then with a word exposed tachistoscopically to the right visual field or left visual field, and were required to judge whether the word corresponded to the sign or not. The results suggested that the comparison processes involved in the decision were performed more efficiently by the left hemisphere for hearing subjects and by the right hemisphere for deaf subjects. However, the deaf subjects performed as well as the hearing subjects in the left hemisphere, suggesting that the deaf are not impeded by their auditory-speech handicap from developing the left hemisphere for at least some types of linguistic processing.     

Increasing and decreasing intrinsic interest with contingent rewards: A test of cognitive evaluation theory

The study examined Deci's (Deci, E. L. Intrinsic motivation. New York: Plenum Press, 1975) hypotheses regarding the effects of contingent rewards on intrinsic task interest. Seventy-two male university students worked on a series of puzzles and were given either a high value reward ($1.50) or a low value reward ($.45). The money was given either contingent upon the simple execution of the task (task-contingent), contingent upon the ostensible attainment of a performance criterion level (criterion-contingent), or noncontingent and unexpected (control). Compared to the high payment control subjects, subjects who received the task-contingent high reward rated the task as less interesting, while subjects who received the criterion-contingent high reward rated it as more interesting. Also, subjects expressed less interest in the task after receiving the high task-contingent reward than the low task-contingent reward, but indicated greater interest after receiving the high criterion-contingent reward than the low criterion-contingent reward. It was concluded that substantial support was obtained for Deci's (1975) cognitive evaluation theory.     

Reinforcement effects on intrinsic interest: A classroom analog

The potential undermining effects of a reinforcement program were examined in two studies with kindergarten-first grade children. The procedures were designed to provide an analog to typical classroom incentive programs. In one study, the subjects' initial interest in the target activity (coloring) was low, whereas in the other study it was reasonably high. In neither case was an undermining effect evident in follow-up observations.     

Electroencephalographic correlations of temporally spaced responding and avoidance behavior

This study was undertaken to determine whether any EEG changes occurred during a multiple schedule of reinforcement consisting of repeated periods of avoidance behavior, a time-out (TO) period, and a period of differential reinforcement of low rates (DRL). The two monkeys were permanently implanted with bipolar electrodes in various subcortical areas. The EEG was recorded from these electrodes for several weeks before any behavioral training was undertaken. Training was then begun in the multiple schedule, and EEG recordings were taken frequently throughout the training period. When a stable performance level was achieved, drugs (dl-amphetamine and sodium pentobarbital) were introduced which disrupted the DRL performance but had little or no effect on avoidance behavior. The EEG recordings continued throughout these drug studies.

The data indicate that the marked behavioral differences noted in each component of the schedule were not reflected in the EEG. However, the EEG did correlate with the general level of alertness of the animals during the various components. The drugs which differentially affected the behavior in the components of the schedule did not differentially affect the EEG, but they did change the brain-wave activity equally in all components. Finally, EEG changes correlated with the complex motor response of lever pressing were not observed.