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Two studies were conducted applying a signal detection analysis to the problem of the influence of prejudice on the correct identification of ethnic photographs. Results replicated previous findings, with the exception of those of Borfman, Keeve, and Saslow (1971), and supported a response bias interpretation rather than a vigilance interpretation of the data. Attempts to induce subjects to shift their criterion points were successful only for unprejudiced subjects. Prejudiced subjects did not shift their criterion points even when offered financial incentive to do so. Allport and Kramer (1946) reported that when subjects were exposed to a series of photographs of Jewish and non-Jewish faces, anti-Semites were able to identify more of the Jewish faces correctly than unprejudiced individuals. Two explanations have been offered for such findings. Lindzey and Rogolsky (1950), having replicated the previous finding, proposed a "vigilance hypothesis" to account for the data. According to this explanation, prejudiced subjects feel threatened by Jews and come to be more sensitive to differences that distinguish Jews from the Aryan population. Elliott and Wittenberg (19SS), noting the tendency of anti-Semites to identify more photographs as Jewish, have argued that "accuracy of identification of Jewish and non-Jewish photographs is related to S's response bias associated with his anti-Semitic attitude" (p. 339); that is, the prejudiced subjects are able to identify more Jewish photographs correctly because they are more willing to guess Jewish.Several studies have attempted to control for this response bias in order to see if the relationship between anti-Semitism and accuracy of identification still obtained. In general, their findings have not supported the original vigilance hypothesis. Carter (1948),The authors would like to thank L. A. Becker and Donald H. Kausler for their helpful comments on an earlier version of this manuscript.

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This article analyses current concerns over grading standards and academic inflation. Attempting to clarify a complex phenomenon, the researchers took advantage of a rare opportunity afforded by one university's policy reducing the number of high grades awarded by its Education department. The issue providing the focus of study was whether intellectual challenge and course difficulty are frequently associated with the strictness of grading standards. It was predicted that mean grades would fall, while the level of intellectual challenge associated with courses would rise. Grade distribution data and student survey evaluations of instruction related to course difficulty and course challenge provided the essential data. The data from courses offered inside and outside the department, and before and after the policy change were analysed. As predicted, mean grades fell significantly, while ratings of course challenge and difficulty rose significantly, relative to other courses. Nonetheless, the weight of evidence suggested that administrative imposition of grading standards had unintended effects arising from unresolved conflict involving incompatible professional orientations regarding the proper use of grades in a university. Persisting issues regarding the institution of grading standards are discussed.

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