Writers Blocked: On the Wrongs of Research Co-authorship and Some Possible Strategies for Improvement

The various problems associated with co-authorship of research articles have attracted much attention in recent years. We believe that this (hopefully) growing awareness is a very welcome development. However, we will argue that the particular and increasing importance of authorship and the harmful implications of current practices of research authorship for junior researchers have not been emphasised enough. We will use the case of our own research area (bioethics) to illustrate some of the pitfalls of current publishing practices—in particular, the impact on the evaluation of one’s work in the area of employment or funding. Even where there are explicit guidelines, they are often disregarded. This disregard, which is often exemplified through the inflation of co-authorship in some research areas, may seem benign to some of us; but it is not. Attribution of co-authorship for reasons other than merit in relation to the publication misrepresents the work towards that publication, and generates unfair competition. We make a case for increasing awareness, for transparency and for more explicit guidelines and regulation of research co-authorship within and across research areas. We examine some of the most sensitive areas of concern and their implications for researchers, particularly junior ones, and we suggest several strategies for future action.     

Partiality and distributive justice in African bioethics

African ethical theories tend to hold that moral agents ought to be partial, in the sense that they should favour members of their family or close community. This is considered an advantage over the impartiality of many Western moral theories, which are regarded as having counterintuitive implications, such as the idea that it is unethical to save a family member before a stranger. The partiality of African ethics is thought to be particularly valuable in the context of bioethics. Thaddeus Metz, in particular, argues that his African-derived theory best accounts for a number of plausible intuitions, such as the intuition that health care practitioners ought to be biased towards the patients for whom they are directly responsible. In this article, I claim that the plausible intuitions drawn on in favour of partiality can be satisfactorily explained on the basis of impartial moral theories. Moreover, I argue that blanket acceptance of partiality has problematic consequences for distributive justice in resource allocation in biomedical contexts. By contrast, impartial theories can justify plausible instances of partiality whilst avoiding the pitfalls of fully partial moral theories. Although this provides grounds for abandoning partiality in principle, I claim that this finding should not be seen as damaging to African medical ethics. Instead, it prompts investigation of underexplored possibilities of impartial African moral theories. To demonstrate the value of this direction, I sketch some novel and attractive conceptions that combine impartiality with elements of African ethics.     

When Fluency Signals Truth: Prior Successful Reliance on Fluency Moderates the Impact of Fluency on Truth Judgments

Repeated statements are more frequently judged to be true. One position relates this so‐called “truth effect” to metacognitive experiences of fluency, suggesting that repeated statements are more frequently judged to be true because they are processed more fluently. Although most prior research focused on why repetition influences truth judgments, considerably less is known about when fluency is used as information. The present research addresses this question and investigates whether reliance on fluency is moderated by learning experiences. Specifically, we focus on changes in the reliance on fluency over the course of time. A series of experiments reveals that fluency is more likely to be used in truth judgments when previous reliance on fluency has resulted in valid judgments, compared with when previous reliance on fluency was misleading. These findings suggest that reliance on fluency in judgments is a finely tuned process that takes prior experiences with fluency‐based judgments into account. Copyright © 2013 John Wiley & Sons, Ltd.     

Was It One of Us? How People Cope with Misconduct by Fellow Ingroup Members

How do group members cope with misconduct by members of their own group? Strong evidence for a positive bias in people's evaluations of their own group and its members suggests that an ingroup perpetrator is likely to be treated more leniently than an outgroup perpetrator. However, research has also demonstrated a “Black Sheep‐Effect”, such that ingroup members who deviate negatively from relevant ingroup norms are evaluated and punished even more harshly than outgroup deviants. Both reactions – positive ingroup bias and the Black Sheep Effect – may serve the same goal, namely maintaining positive regard for the ingroup. In this paper, we present several moderators that have been shown to affect responses to negative ingroup deviance. We propose a model that incorporates and organizes these moderators in order to predict whether negatively deviant ingroup members will receive especially lenient or rather harsh and negative evaluations from their fellow ingroup members.     

Win-shift and win-stay learning in the short-beaked echidna (<Emphasis Type="Italic">Tachyglossus aculeatus</Emphasis>)

Numerous previous investigators have explained species differences in spatial memory performance in terms of differences in foraging ecology. In three experiments we attempted to extend these findings by examining the extent to which the spatial memory performance of echidnas (or "spiny anteaters") can be understood in terms of the spatio-temporal distribution of their prey (ants and termites). This is a species and a foraging situation that have not been examined in this way before. Echidnas were better able to learn to avoid a previously rewarding location (to "win-shift") than to learn to return to a previously rewarding location (to "win-stay"), at short retention intervals, but were unable to learn either of these strategies at retention intervals of 90 min. The short retention interval results support the ecological hypothesis, but the long retention interval results do not. Electronic Publication     

The Longitudinal Effects of Oppositional Defiant Disorder Symptoms on Academic and Occupational Functioning in the Transition to Young Adulthood

The young adult years are particularly important for accruing the education and work experience needed for long-term economic stability. We examine the effects of symptoms of ODD at baseline (i.e., T1 ages 12 to 18 years; N = 662; 48 % male) and of increases in these symptoms on academic and occupational functioning in young adulthood (i.e., T6 ages 22 to 29 years; N = 478; 45 % male) using multiple measures; including achievement levels (i.e., educational attainment, occupational prestige, and income) and financial and work stress (i.e., debt, financial strain, and perceived workplace stress). Our findings show that both adolescent levels of and increases in symptoms of ODD influence academic and occupational functioning in young adulthood. We discuss the implications of ODD symptoms for accruing economic capital in young adulthood, as well as approaches to detecting and intervening that are needed to halt the potentially cascading effects of ODD symptoms.