Adding to the Mix: Integrating ELSI into a National Nanoscale Science and Technology Center

This paper describes issues associated with integrating the study of Ethical, Legal and Social Issues (ELSI) into ongoing scientific and technical research and describes an approach adopted by the authors for their own work with the center for nanophase materials sciences (CNMS) at the Oak Ridge national laboratory (ORNL). Four key questions are considered: (a) What is ELSI and how should it identify and address topics of interest for the CNMS? (b) What advantages accrue to incorporating ELSI into the CNMS? (c) How should the integration of ELSI into the CNMS take place? (d) How should one judge the effectiveness of the activity? We conclude that ELSI research is not a monolithic body of knowledge, but should be adapted to the question at hand. Our approach focuses on junctures in the R&;D continuum at which key decisions occur, avoids topics of a purely ethical nature or advocacy, and seeks to gather data in ways that permit testing the validity of generalization. Integrating ELSI into the CNMS allows dealing with topics firmly grounded in science, offers concrete examples of potential downstream applications and provides access to the scientists using the CNMS and their insights and observations. As well, integration provides the opportunity for R&;D managers to benefit from ELSI insights and the potential to modify R&;D agendas. Successful integration is dependent on the particular ELSI question set that drives the project. In this case questions sought to identify key choices, information of value to scientists, institutional attributes, key attributes of the CNMS culture, and alternatives for communicating results. The opportunity to consult with scientists on ELSI implications is offered, but not promoted. Finally, ELSI effectiveness is judged by observing the use to which research products are put within the CNMS, ORNL, and the community of external scholars.     

Visual search for arbitrary objects in real scenes

How efficient is visual search in real scenes? In searches for targets among arrays of randomly placed distractors, efficiency is often indexed by the slope of the reaction time (RT) × Set Size function. However, it may be impossible to define set size for real scenes. As an approximation, we hand-labeled 100 indoor scenes and used the number of labeled regions as a surrogate for set size. In Experiment 1, observers searched for named objects (a chair, bowl, etc.). With set size defined as the number of labeled regions, search was very efficient (~5 ms/item). When we controlled for a possible guessing strategy in Experiment 2, slopes increased somewhat (~15 ms/item), but they were much shallower than search for a random object among other distinctive objects outside of a scene setting (Exp. 3: ~40 ms/item). In Experiments 4–6, observers searched repeatedly through the same scene for different objects. Increased familiarity with scenes had modest effects on RTs, while repetition of target items had large effects (>500 ms). We propose that visual search in scenes is efficient because scene-specific forms of attentional guidance can eliminate most regions from the “functional set size” of items that could possibly be the target.     

Target absent trials in configural contextual cuing

In contextual cuing (CC), reaction times for finding targets are faster in repeated displays than in displays that have never been seen before. This has been demonstrated using target-distractor configurations, global background colors, naturalistic scenes, and covariation of targets with distractors. The majority of CC studies have used displays in which the target is always present. This study investigated what happens when the target is sometimes absent. Experiment 1 showed that, although configural CC occurs in displays when the target is always present, there is no CC when the target is always absent. Experiment 2 showed that there is no CC when the same spatial layout can be both target present and target absent on different trials. The presence of distractors in locations that had contained targets on other trials appeared to interfere with CC, and even disrupted the expression of CC in previously learned contexts (Exps. 3-5). These results show that target-distractor associations are the important element in producing CC and that, consistent with a response selection account, changing the response type from an orientation task to a detection task removes the CC effect.     

Sensitivity of children's behavior to probabilistic reward: effects of a decreasing-ratio lottery system on math performance

Probabilistic reward has been shown to affect children's choice behavior in game-like activities. We examined the effects of a lottery system containing progressively lower exchange ratios on children's completion of math problems. Two of the 3 children completed problems above baseline levels until the chance of exchange dropped to 25%. This study describes a potentially useful method for examining reinforcement schedules in applied settings and extends previous research on probabilities of reinforcement.     

Coping with Gulf War combat stress: mediating and moderating effects

The authors examined relationships between method of coping with combat-related stress and psychological symptoms among Gulf War Army personnel (N = 1,058). Participants were surveyed on return from the Gulf region (Time 1) with the Coping Responses Inventory (R. Moos, 1990) and a measure of combat exposure. Outcomes were symptom measures of posttraumatic stress disorder (PTSD) and depression. At Time 2 (18-24 months) participants completed the same symptom measures and an index of postwar stress. Higher proportions of approach-based coping in the war zone were related to lower levels of psychological symptoms. Combat exposure moderated the effects of coping on Time 1 PTSD. Coping predicted changes in symptoms of depression but not PTSD. Combat exposure affected changes in depression through postwar stress but had a direct negative effect on PTSD.     

Toward an Integrative Theoretical Basis for Training Psychotherapists

The purpose of this paper is to describe a training program for integrative psychotherapy that is based on an as-yet-nonexistent integrative theory of psychotherapy. It is therefore to be considered a thought experiment. A partially integrative theory of psychotherapy is presented—a work in progress—which is used as the basis for planning a 3-year postdoctoral training program for advanced psychotherapists. The curriculum would include (1) several courses on specific pure-form therapies, (2) core courses in the integrative theory, (3) courses on the application of the integrative theory to a number of different classes of mental disorder, (4) a year of practicum during which the student therapist applies the integrative treatment to a substantial number of patients under supervision, and (5) a year-long internship-like experience during which the treatment will be applied to a much larger base of patients. Students would also attend a therapy-like group to explore feelings regarding the conduct of this therapy and a second case conference group to discuss their cases.     

Design and development of the European American values scale for Asian Americans

Existing instruments for measuring Asian American acculturation emphasize behavior acculturation to the exclusion of value acculturation. Most are based on the assumption that acquisition of European American behavior occurs simultaneously with the loss of Asian behavior. With the advent of the Asian Values Scale (AVS; B.S.K. Kim, D.R. Atkinson, & P.H. Yang, 1999), it is now possible to assess adherence to Asian cultural values. This article describes the development of a scale that can be used to measure Asian American adherence to European American values. The current scale, combined with the AVS, can be used to independently measure Asian American acculturation to European American values and enculturation in Asian values.     

Comparing eye movements during position tracking and identity tracking: No evidence for separate systems

There is an ongoing debate as to whether people track multiple moving objects in a serial fashion or with a parallel mechanism. One recent study compared eye movements when observers tracked identical objects (Multiple Object Tracking—MOT task) versus when they tracked the identities of different objects (Multiple Identity Tracking—MIT task). Distinct eye-movement patterns were found and attributed to two separate tracking systems. However, the same results could be caused by differences in the stimuli viewed during tracking. In the present study, object identities in the MIT task were invisible during tracking, so observers performed MOT and MIT tasks with identical stimuli. Observer were able to track either position and identity depending on the task. There was no difference in eye movements between position tracking and identity tracking. This result suggests that, while observers can use different eye-movement strategies in MOT and MIT, it is not necessary.