Mentoring and Research Misconduct: An Analysis of Research Mentoring in Closed ORI Cases

We are reporting on how involved the mentor was in promoting responsible research in cases of research misconduct. We reviewed the USPHS misconduct files of the Office of Research Integrity. These files are created by Institutions who prosecute a case of possible research misconduct; ORI has oversight review of these investigations. We explored the role of the mentor in the cases of trainee research misconduct on three specific behaviors that we believe mentors should perform with their trainee: (1) review source data, (2) teach specific research standards and (3) minimize stressful work situations. We found that almost three quarters of the mentors had not reviewed the source data and two thirds had not set standards. These two behaviors are positively correlated. We did not see convincing evidence in the records that mentors were causing stress, but it was apparent in the convicted trainees' confessions that over 50% experienced some kind of stress. Secondary data, while not created for this research purpose, allows us to look at concrete research behaviors that are otherwise not very researchable. We believe it is important for mentors and institutions to devote more attention to teaching mentors about the process of education and their responsibilities in educating the next generation of scientists. This becomes a critical issue for large research groups who need to determine who is in charge educating, supervising and assuring data integrity.     

Patterns of reflex action,their autonomic components,and their behavioral significance

This is a discussion of the evidence that autonomic system reflexes are invariably triggered by stimuli that evoke both simple and complex somatic reflexes. Stimuli not only initiate reverberatory activity but sequences of reinforcements from higher centers. Reflexes come in chains, one reaction triggering another. Reflex actions are patterned, and these patterns are appropriate to the behavioral requirement indicated by stimuli. Reciprocal action produces a powerful braking or stimulatory action. Coactivation or synergic action of autonomie “antagonists” also occurs and can effect a greater cardiac output in certain vascular reflexes than can sympathetic action alone. Coactivation of vagus and sympathetic fibers occuring in reflex action or resulting from stimulation of specific areas in the hypothalamus has a physiologic importance to attainment of maximal cardiac function. Finally, two additional suggestions are made: (1) that the rhythmic reflex feedback discharge of the vagus from the baroreceptors aids in maintaining the regularity of cardiac rhythm as by interaaction of oscillators and (2) that the autonomic system, due to its early and often conditioned response, can be determinative as well as modulatory and supportive of behavior.     

Role of specific similarity in a medical diagnostic task.

Three experiments are reported showing that diagnosis of skin disorders by medical residents and general practitioners was facilitated by similar cases previously seen in the same context. Diagnosis of similar cases was facilitated more than that of dissimilar cases in the same diagnostic category, demonstrating that facilitation was not solely due to activation of the diagnostic category as a whole. Because diagnosis was posed in a multiple-choice format that always included the correct diagnosis, the relative disadvantage of dissimilar items was not due to the unavailability of the category name. The similarity effect also occurred with 2-week delay between the initial case and the test cases. Variations in diagnostic procedure, ranging from giving a quick first impression to arguing for given alternative diagnoses before selection, did not interact with the effect of similarity. This result suggests that the similarity effect is not strongly dependent on a particular diagnostic strategy.     

Instantiated features and the use of "rules."

Classification "rules" in expert and everyday discourse are usually deficient by formal standards, lacking explicit decision procedures and precise terms. The authors argue that a central function of such weak rules is to focus on perceptual learning rather than to provide definitions. In 5 experiments, transfer following learning of family resemblance categories was influenced more by familiar-appearing features than by novel-appearing features equally acceptable under the rule. This occurred both when rules were induced and when rules were given at the beginning of instruction. To model this and other phenomena in categorization, features must be represented on 2 levels: informational and instantiated. These 2 feature levels are crucial to provide broad generalization while reflecting the known peculiarities of a complex world.     

Three steps to open science for qualitative research in psychology

Principles and applications of open science (also referred to as open research or open scholarship) in psychology have emerged in response to growing concerns about the replicability, transparency, reproducibility, and robustness of psychological research alongside global moves to open science in many fields. Our objective in this paper is to inform ways of collectively constructing open science practices and systems that are appropriate to, and get the best out of, the full range of qualitative and mixed-method approaches used in psychology. We achieve this by describing three areas of open research practice (contributorship, pre-registration, and open data) and explore how and why qualitative researchers might consider engaging with these in ways that are compatible with a qualitative research paradigm. We argue it is crucial that open research practices do not (even inadvertently) exclude qualitative research, and that qualitative researchers reflect on how we can meaningfully engage with open science in psychology.