What’s Human Rights Got to Do with It? On the Proposed Changes to SSHRC Ethics Research Policy

What’s human rights got to do with it? That is, what’s human rights got to do with the June 2004 report of the Social Sciences and Humanities Research Ethics Special Working Committee to the Inter-Agency Advisory Panel on Research Ethics. The disturbing answer is “not enough.” Certain key recommendations of the working committee, it is suggested, would unacceptably weaken the researcher’s legal and moral accountability to research participants. Those particular recommendations rely on misguided references to academic freedom and the nature of the non-medical research context. In fact, universal human rights, and the legal instruments in which they are embodied ought to inform the research endeavor at every stage; from problem selection to analysis and conclusions. This will lead us closer to shared truths rather than simply to the academic elite’s vision of truth. Without sufficient regard for the human rights of research participants academic freedom itself is not possible.     

Communication and social skills in socially anxious and nonanxious individuals in the context of romantic relationships

This study examined differences between socially anxious and nonanxious individuals' ability to use effective communication skills and social skills in the context of romantic relationships. Socially anxious (n = 13) and nonanxious (n = 14) individuals and their romantic partners were videotaped while participating in 10-minute neutral, negative, and pleasant conversations. Regardless of the type of conversation in which they were involved, socially anxious individuals demonstrated impairment in 10 of the 11 social skill variables assessed. In negative conversations, socially anxious individuals displayed more "very negative" behaviors than nonanxious individuals, and across all conversations they displayed fewer "positive" behaviors than nonanxious individuals. Partners of socially anxious and nonanxious individuals did not differ in their communication quality. The results suggest that social anxiety is associated with deficits in relationship maintenance behavior and call for the completion of a larger study examining the interpersonal consequences of social anxiety.     

Testing for social learning and imitation in common marmosets, <Emphasis Type="Italic">Callithrix jacchus</Emphasis>, using an artificial fruit

We tested for social learning and imitation in common marmosets using an artificial foraging task and trained conspecific demonstrators. We trained a demonstrator marmoset to open an artificial fruit, providing a full demonstration of the task to be learned. Another marmoset provided a partial demonstration, controlling for stimulus enhancement effects, by eating food from the outside of the apparatus. We thus compared three observer groups, each consisting of four animals: those that received the full demonstration, those that received the partial demonstration, and a control group that saw no demonstration prior to testing. Although none of the observer marmosets succeeded in opening the artificial fruit during the test periods, there were clear effects of demonstration type. Those that saw the full demonstration manipulated the apparatus more overall, whereas those from the control group manipulated it the least of the three groups. Those from the full-demonstration group also contacted the particular parts of the artificial fruit that they had seen touched (localised stimulus enhancement) to a greater extent than the other two groups. There was also an interaction between the number of hand and mouth touches made to the artificial fruit for the full- and partial-demonstration groups. Whether or not these data represent evidence for imitation is discussed. We also propose that the clear differences between the groups suggest that social learning mechanisms provide real benefits to these animals in terms of developing novel food-processing skills analogous to the one presented here.     

The use of experimenter-given cues by South African fur seals (<Emphasis Type="Italic">Arctocephalus pusillus</Emphasis>)

Dogs can use a variety of experimenter-given cues such as pointing, head direction, and eye direction to locate food hidden under one of several containers. Some authors have proposed that this is a result of the domestication process. In this study we tested four captive fur seals in a two alternative object choice task in which subjects had to use one of the following experimenter-given cues to locate the food: (1) the experimenter pointed and gazed at one of the objects, (2) the experimenter pointed at only one of the objects, (3) the experimenter gazed at only one of the objects, (4) the experimenter glanced at only one of the objects, (5) the experimenter pointed and gazed at one of the objects but was sitting closer to one object than to the other, (6) the experimenter pointed only with the index finger at one of the objects, (7) the experimenter presented a replica of one of the objects. The fur seals were able to use cues which involved a fully exposed arm or a head direction, but failed to use glance only, the index finger pointing and the object replica cues. The results showed that a domestication process was not necessary to develop receptive skills to cues given by an experimenter. Instead, we hypothesize that close interactions with humans prior to testing enabled fur seals to use some gestural cues without formal training. We also analyzed the behavior of the seals depending on the level of difficulty of the task. Behavioral signs of hesitation increased with task difficulty. This suggests that the fur seals were sensitive to task difficulty.     

Selective attention in social phobia and the moderating effect of a concurrent depressive disorder

Studies using the modified Stroop colour naming task have provided results consistent with the hypothesis that social phobia is associated with an attentional bias towards negative social-evaluative words. However, these results could also have arisen as a consequence of non-attentional processes. For this reason, the present study uses a modified version of MacLeod et al.'s (J. Abnorm. Psychol. 95 (1986) 15) dot-probe task, which provides a more direct measure of attention. Patients with social phobia (n=28), patients with social phobia and a concurrent depressive disorder (n=33), and non-patients (n=40) were presented with word pairs each consisting of a neutral word and a threat word. The results indicated that patients with social phobia show an attentional bias towards social-threat words while non-patients tend to avoid social-threat words. Patients with social phobia and a concurrent depressive disorder behaved like non-patients, indicating that concurrent depression abolishes the attentional bias. Physical threat words were also included in the study. The main analysis indicated that social phobia is also associated with an attentional bias to physical threat. However, a post hoc analysis (which requires replication) suggested that the physical threat bias might have arisen because some social phobia patients also had another anxiety disorder in which physical concerns are likely to have been prominent. Overall, the results emphasise the importance of assessing comorbidity when investigating attentional biases.     

Interpretation and judgmental biases in social phobia

Previous research demonstrated that social phobia is characterized by content-specific interpretation and judgmental biases. The present study investigated whether this interpretation bias occurs not only in ambiguous, but also in positive and negative social events, and whether social phobic patients (SPs) are more characterized by a judgmental bias in costs than in probability. Besides, we argued that the judgmental bias observed in former studies could also be attributed to accurate estimations of SPs (of, for example, stuttering). Therefore, we assessed judgmental bias by the ratings of probability and costs of a negative evaluation (e.g. ‘people dislike me’) and not, as in previous studies, of negative social events (e.g. ‘stuttering’). SPs (n=228) and normal controls (n=33) were presented social and non-social events ranging from positive to profoundly negative. They ranked four different interpretations on likelihood to assess interpretation bias, and rated the profoundly negative interpretation on probability and cost to assess judgmental bias. SPs demonstrated content-specific interpretation and judgmental biases that also occurred in positive and negative social events. In contrast with expectations, SPs were characterized by a judgmental bias in both costs and probability.     

IQ stability: the relation between child and young adult intelligence test scores in low-birthweight samples

The stability of IQ from childhood to adulthood in low-birthweight subjects was measured in two independent samples with follow-up intervals of approximately 14 and 9.5 years. In both samples, intelligence was assessed with the WISC at a mean age of 9.5. Twenty-six subjects were retested with the WAIS at a mean age of 23.5, and 78 subjects with the BPP (the Danish Military Draft Board Intelligence Test) at the age of 19.1. Both samples obtained childhood and adult test scores below the expected means. For the Wechsler Verbal, Performance and Full-Scale IQs, the stability quotients were 0.86, 0.86, and 0.89 in the WAIS sample, and the retest correlations for the three IQs with the BPP score were 0.66, 0.65, and 0.74. Thus, the majority of children showed stable patterns of intellectual development from middle childhood to young adulthood.     

从智力的三元理论到成功智力:是对IQ的再次超越吗?

本文以智力的约定性为立论,把超越界定为智力的约定性的广度、深度和效度的大幅度提高。将斯腾伯格对智力的研究放到智力理论研究的历史过程中,对斯腾伯格的三元智力理论及成功智力理论对IQ的超越做了分析。指出传统IQ是学业差异约定,三元智力是多元权变约定,成功智力是人生成功约定,后者都是对前者的超越,成功智力是对IQ的再次超越。最后尝试性地提出智力约定性的“树”的隐喻。本文对智力理论的研究和教育实践有参考价值。     

Thorndike's Puzzle Boxes And The Origins Of The Experimental Analysis Of Behavior

The year of Thorndike's dissertation on animal intelligence, 1898, may mark the beginning of the field that eventually became known as the experimental analysis of behavior. The dissertation began a major shift in thinking about animal and human learning, provided important methodological innovations, and carried the seeds of later research and theory, particularly by B. F. Skinner. Although Thorndike was an associationist in 1898, the dissertation began the systematic search for fundamental behavioral processes, and laid the foundation for an empirical science of behavior.