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Ethical Challenges in the Behavioral and Brain Sciences: Case Studies and Commentaries
Robert J. Sternberg and Susan Tufts Fiske (Eds)
Cambridge University Press / Softcover / 2014-12-01 / 1107671701
Ethics
price: $28.95 (may be subject to change)
252 pages
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In recent years, a growing number of scientific careers have been brought down by scientists' failure to satisfactorily confront ethical challenges. Scientists need to learn early on what constitutes acceptable ethical behavior in their professions. Ethical Principles for the Behavioral and Brain Sciences encourages readers to engage in discussions of the diverse ethical dilemmas encountered by behavioral and brain scientists. The goal is to allow scientists to reflect on ethical issues before potentially confronting them. Each chapter is authored by a prominent scientist in the field who describes a dilemma, how it was resolved, and what the scientist would do differently if confronted with the situation again. Featuring commentary throughout and a culmination of opinions and experiences shared by leaders in the field, the goal of this book is not to provide “correct” answers to real-world ethical dilemmas. Instead, authors pose the dilemmas, discuss their experiences and viewpoints on them, and speculate on alternative reactions to the issues. The firsthand insights shared throughout the book will provide an important basis for reflection among students and professionals on how to resolve the kinds of ethical challenges they may face in their own careers.

Commentary is provided by editor Susan T. Fiske on the greater ethical dilemmas contained within each part
Each chapter is written by a fellow of a major scientific organization
Book is presented by the Federation of Associations in Behavioral and Brain Sciences, and the co-editors are the current and past presidents

Contents:

Part I. Academic Cheating:
1. Beyond the immediate: academic dishonesty, part II
2. Collaboration, cheating, or both?
3. Grappling with student plagiarism

Part II. Academic Excuses and Fairness:
4. The compassionate instructor doesn't always award extra credit
5. An ethical dilemma in teaching
6. Potential sabotage by a disgruntled colleague
7. Grading and the 'fairness doctrine'
8. Managing and responding to requests by students seeking to improve their achievement-related outcomes
9. Sometimes, is something of greater importance than the truth?

Part III. Authorship and Credit:
10. An ethical dilemma in publishing
11. What does authorship mean?
12. The ethical use of published scales
13. Idea poaching behind the veil of blinded peer review
14. An ethical challenge
15. Authorship: credit where credit's due
16. Publication of student data when the student cannot be contacted
17. Ethics in research: interactions between junior and senior scientists
18. Resolving ethical lapses in the non-publication of dissertations
19. Theft
20. Claiming the ownership of someone else's idea

Part IV. Confidentiality's Limits:
21. Ethics in service
22. Protecting confidentiality in a study of adolescents' digital communication

Part V. Data Analysis, Reporting and Sharing:
23. Clawing back a promising paper
24. When the data and theory don't match
25. Desperate data analysis by a desperate job candidate
26. Own your errors
27. Caution in data sharing
28. The conflict entailed in using a post hoc theory to organize a research report

Part VI. Designing Research:
29. Complete or incomplete, that is the question: an ethics adventure in experimental design
30. 'Getting it right' can also be wrong

Part VII. Fabricating Data:
31. Beware the serial collaborator
32. My ethical dilemma
33. Data not to trust
34. When a research assistant (maybe) fabricates data
35. The pattern in the data
36. It is never as simple as it seems: the wide-ranging impacts of ethics violations

Part VIII. Human Subjects:
37. Ethical considerations when conducting research on children's eyewitness abilities
38. Studying harm-doing without doing harm: the case of the BBC prison study, the Stanford prison experiment, and the role-conformity model of tyranny
39. Observational research, prediction and ethics: an early-career dilemma
40. Should we tell the parents? Balancing science and children's needs in a longitudinal study
41. Ethics in human subjects research in Brazil: working with victims of sexual violence
42. Honesty in scientific study
43. Ethically questionable research

Part IX. Personnel Decisions:
44. Culture, fellowship opportunities and ethical issues for decision makers
45. Balancing profession with ego: the frailty of tenure decisions
46. Fidelity and responsibility in leadership: what should we expect (of ourselves)?
47. To thine own self be true
48. When things go bad…

Part X. Reviewing and Editing:
49. The ethics of repeat reviewing of journal manuscripts
50. Bias in the review process
51. The Rind et al. (1998) affair: later reflections
52. Me, myself and a third party

Part XI. Science for Hire and Conflict of Interest:
53. The power of industry (money) in influencing science
54. The impact of personal expectations and biases in preparing expert testimony
55. The fragility of truth in expert testimony
56. A surprising request from a grant monitor
57. Who pays the piper calls the tune: a case of documenting funding sources
58. How to protect scientific integrity under social and political pressure: applied daycare research between science and policy.

About the Editors:

Robert J. Sternberg is past-president of the Federation of Associations in Behavioral and Brain Sciences. He has been a professor at Yale University, Tufts University, Oklahoma State University, the University of Wyoming, and currently, Cornell University. He is a member of the American Academy of Arts and Sciences and the National Academy of Education and a former president of the American Psychological Association.

Susan T. Fiske is president of the Federation of Associations in Behavioral and Brain Sciences. She has been a professor at Carnegie Mellon University, the University of Massachusetts, Amherst, and currently, Princeton University. She is a member of the American Academy of Arts and Sciences and the National Academy of Sciences and a former president of the Association for Psychological Science.

Contributors:

Richard Abrams, Janette B. Benson, Scott Plous, William Buskist, Eva Dreikurs Ferguson, John Hagen, James Nairne, Sharon Nelson-Le Gall, Elaine F. Jones, Bernard Weiner, Larry E. Beutler, Dale C. Farran, Diane F. Halpern, Rick H. Hoyle, Susan Kemper, Stephen M. Kosslyn, Peter F. Lovibond, Greta B. Raglan, Jay Schulkin, Michael C. Roberts, Sarah E. Beals-Erickson, Spencer C. Evans, Cathleen Odar, Kimberly S. Canter, Naomi Weisstein, Dan Zakay, Robert Prentky, Marion K. Underwood, Teresa M. Amabile, Regina Conti, Heather Coon, Bertram Gawronski, Jonathan Haidt, David Hambrick, Richard L. Moreland, Thomas S. Wallsten, Nancy K. Dess, Ronnie Janoff-Bulman, David C. Geary, Scott O. Lilienfeld, Danielle S. McNamara, Steven L. Neuberg, Todd K. Shackelford, Michael Strube, Kyndra C. Cleveland, Jodi A. Quas, S. Alexander Haslam, Stephen D. Reicher, Mark R. McDermott, Stephen P. Hinshaw, Kathy Hirsh-Pasek, Marsha Weinraub, Silvia H. Koller, Luisa F. Habigzang, William B. Swann, William von Hippel, Richard W. Brislin, Valerie Rosenblatt, P. Christopher Earley, Donald J. Foss, David Trafimow, Robert J. Vallerand, Susan T. Fiske, Joan G. Miller, Kenneth J. Sher, Steven K. Shevell, K. D. Brownell, Ray Bull, Phoebe C. Ellsworth, Robert J. Sternberg, Howard Tennen, Marinus H. van IJzendoorn, Harriet Vermeer

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