Lynn D. Devenport

A Sensemaking Approach to Ethics Training for Scientists: Preliminary Evidence of Training Effectiveness.

In recent years, we have seen a new concern with ethics training for research and development professionals. Although ethics training has become more common, the effectiveness of the training being provided is open to question. In the present effort, a new ethics training course was developed that stresses the importance of the strategies people apply to make sense of ethical problems. The effectiveness of this training was assessed in a sample of 59 doctoral students working in the biological and social sciences using a pre–post design with follow-up and a series of ethical decision-making measures serving as the outcome variable. Results showed not only that this training led to sizable gains in ethical decision making but also that these gains were maintained over time. The implications of these findings for ethics training in the sciences are discussed.

Corticosterone's dual metabolic actions

Corticosterone possesses two distinctly opposite metabolic actions. The actions are strictly dose-dependent and are linked to type I and type II corticosteroid receptor binding. These conclusions are drawn from continuous infusion studies where corticosterone yields a bitonic dose-response curve for body weight gain and feeding efficiency. Anabolic at low serum levels, corticosterone concentrations above 2 micrograms/dl bring about an opponent catabolic process that intensifies and eventually masks the anabolic action. Relatively pure type I (aldosterone) and type II (RU28362 and dexamethasone) corticosterone receptor agonists produce opposite monotonic functions that respectively mimic the ascending and descending arms of the corticosterone dose-response curve. Stimulation of either receptor increases the proportion of carcass fat to lean body mass by either increasing carcass lipids (type I) or by reducing protein (type II).

A Meta-Analysis of Ethics Instruction Effectiveness in the Sciences

Scholars have proposed a number of courses and programs intended to improve the ethical behavior of scientists in an attempt to maintain the integrity of the scientific enterprise. In the present study, we conducted a quantitative meta-analysis based on 26 previous ethics program evaluation efforts, and the results showed that the overall effectiveness of ethics instruction was modest. The effects of ethics instruction, however, were related to a number of instructional program factors, such as course content and delivery methods, in addition to factors of the evaluation study itself, such as the field of investigator and criterion measure utilized. An examination of the characteristics contributing to the relative effectiveness of instructional programs revealed that more successful programs were conducted as seminars separate from the standard curricula rather than being embedded in existing courses. Furthermore, more successful programs were case based and interactive, and they allowed participants to learn and practice the application of real-world ethical decision-making skills. The implications of these findings for future course development and evaluation are discussed.

Articles: Validation of ethical decision making measures: Evidence for a new set of measures

Ethical decision making measures are widely applied as the principal dependent variable used in studies of research integrity. However, evidence bearing on the internal and external validity of these measures is not available. In this study, ethical decision making measures were administered to 102 graduate students in the biological, health, and social sciences, along with measures examining exposure to ethical breaches and the severity of punishments recommended. The ethical decision making measure was found to be related to exposure to ethical events and the severity of punishments awarded. The implications of these findings for the application of ethical decision making measures are discussed.

Case-Based Knowledge and Ethics Education: Improving Learning and Transfer Through Emotionally Rich Cases

Case-based instruction is a stable feature of ethics education, however, little is known about the attributes of the cases that make them effective. Emotions are an inherent part of ethical decision-making and one source of information actively stored in case-based knowledge, making them an attribute of cases that likely facilitates case-based learning. Emotions also make cases more realistic, an essential component for effective case-based instruction. The purpose of this study was to investigate the influence of emotional case content, and complementary socio-relational case content, on case-based knowledge acquisition and transfer on future ethical decision-making tasks. Study findings suggest that emotional case content stimulates retention of cases and facilitates transfer of ethical decision-making principles demonstrated in cases.

PERSONALITY AND ETHICAL DECISION-MAKING IN RESEARCH: THE ROLE OF PERCEPTIONS OF SELF AND OTHERS

This study examined basic personality characteristics, narcissism, and cynicism as predictors of ethical decision-making among graduate students training for careers in the sciences. Participants completed individual difference measures along with a scenario-based ethical decision-making measure that captures the complex, multifaceted nature of ethical decision-making in scientific research. The results revealed that narcissism and cynicism (individual differences influencing self-perceptions and perceptions of others) showed consistently negative relationships with aspects of ethical decision-making, whereas more basic personality characteristics (e.g., conscientiousness, agreeableness) were less consistent and weaker. Further analyses examined the relationship of personality to metacognitive reasoning strategies and social-behavioral response patterns thought to underlie ethical decision-making. The findings indicated that personality was associated with many of these social-cognitive mechanisms which might, in part, explain the association between personality and ethical decisions.

Environmental Influences on Ethical Decision Making: Climate and Environmental Predictors of Research Integrity

It is commonly held that early career experiences influence ethical behavior. One way early career experiences might operate is to influence the decisions people make when presented with problems that raise ethical concerns. To test this proposition, 102 first-year doctoral students were asked to complete a series of measures examining ethical decision making along with a series of measures examining environmental experiences and climate perceptions. Factoring of the environmental measure yielded five dimensions: professional leadership, poor coping, lack of rewards, limited competitive pressure, and poor career direction. Factoring of the climate inventory yielded four dimensions: equity, interpersonal conflict, occupational engagement, and work commitment. When these dimensions were used to predict performance on the ethical decision-making task, it was found that the environmental dimensions were better predictors than the climate dimensions. The implications of these findings for research on ethical conduct are discussed.

SPONTANEOUS RECOVERY WITHOUT INTERFERENCE : WHY REMEMBERING IS ADAPTIVE

Spontaneous recovery from extinction is a reliable result of two ingredients, variable training outcomes and the passage of time. Accounts of the phenomenon, which have come to focus on interference at the level of memory retrieval, have been based on simple associative learning tasks. The present study was designed to determine whether a more complex task—one requiring spatial mapping, timing, and patch assessment—would be subject to spontaneous recovery. Results showed that spontaneous recovery (1) makes a robust appearance in such tasks, (2) does not require interference among conflicting memories, but instead (3) requires ready access to training memories, and (4) is closely modeled by the temporal weighting rule, a quantitative model of patch choice that prescribes how value is best assigned to variable resources (L. D. Devenport & J. A. Devenport, 1994).

Ethanol and behavioral variability in the radial-arm maze.

Ethanol (0.75, 1.5, 2.0 g/kg ethyl alcohol) consistently and profoundly narrowed three independent dimensions of behavioral variability (BV) exhibited by rats in an eight-arm radial maze. Thie was true for all doses except the lowest. Rats were run with a replacement procedure wherein rewards (two food pellets) were replaced after they were taken. With no constraints against where, how, or by what route rewards could be taken, the three indices of spontaneous BV recorded were the number of different arms chosen, the sequence of visitation, and instances of deviations from goal-directed activity. The behavior of saline and low-dose groups was widely variable in form and place; and the sequence of behavior was relatively unpredictable from trial to trial and from session to session. Medium and high doses of ethanol exerted a marked organizing influence on behavior. Superfluous topographies were eliminated, sequences became highly, and in many cases perfectly predictable, and spatial BV declined. The considerable promotion of stereotypy by ethanol helps to explain many effects of the drug, e.g., how the drug can in some instances impair, and in others facilitate performance. We propose that the scores from tasks whose mastery entails repetition, few topographies, and rigid structure will be improved by ethanol, but that those requiring change and the sampling of new strategies with be impaired.

A New Approach to Assessing Ethical Conduct in Scientific Work

The intent of the current article is to describe the development of a new approach to the study of ethical conduct in scientific research settings. The approach presented in this article has two main components. The first component entails the development of a taxonomy of ethical events as they occur across a broad range of scientific disciplines. The second involves the identification of proximate criteria that will allow systematic and objective evaluation of ethical behaviors through low-fidelity performance simulations. Two proposed measures based on the new approach are intended to identify and measure variations in the scientific environment that might predispose certain individuals to make unethical decisions.