Older and younger adults read aloud and answered questions about texts that did or did not have distracting material interspersed amid target text. When present, distracting material occurred in a different type font from that of target material. Across 2 experiments, distracting material was meaningless, meaningful but unrelated to the text, or meaningful and text related. Subjects were instructed to attend only to the target text. Reading time measures indicated that compared with younger adults, older adults have a more difficult time ignoring the distracting information, particularly information meaningfully related to target text. Verbal ability differences among older, but not younger, adults moderated distraction effects. Age differences in inhibitory attentional mechanisms were considered as processes influencing distraction effects.

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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 decisionmaking measures serving as the outcome variable. Results showed that this training not only led to sizable gains in ethical decision-making, but that these gains were maintained over time. The implications of these findings for ethics training in the sciences are discussed. Keywordsintegrity; ethics; training; evaluation; sensemaking Notorious events, ranging from the death of study participants to the falsification of data (Kimmelman, 2004; Nature, 2006;Marshall, 1996) have served to remind the scientific community of the importance of ethics. As dramatic as these cases may be, the best available evidence indicates that less noteworthy, but still significant, ethical breeches, such as conflicts of interest and data trimming, may be more pervasive in the sciences than is commonly assumed (Martinson, Anderson, & de Vries, 2005;Steneck, 2004). Recognition of the problems posed by these ethical breeches has led to the proposal of a number of remedies -ranging from the establishment of professional codes of conduct to more effective student mentoring (National Institute of Medicine, 2002).Prominent among these suggested remedies has been training in the responsible conduct of research (e.g., Chen, 2003;Coughlin, Katz, & Mattison, 1999;De Las Fuentes, Willmuth, & Yarrow, 2005). In fact, the National Institutes of Health now mandates such training for all investigators it supports (Dalton, 2000). Although training in research ethics has become a widespread panacea for the problems posed by scientific integrity, or the lack thereof, one must ask a basic question: How well does training in research integrity work?Even bearing in mind the many issues that impinge on effective program evaluation (Kraiger, Ford, & Salas, 1993;Sims, 1993), it seems reasonable to question the efficacy of ethics training. An illustration of this point may be found by considering the many studies conducted examining the effects of training on one key criterion -ethical decision-making (Loe, Ferrell, Correspondence should be addressed to Dr. Michael D. Mumford, Department of Psychology, The University of Oklahoma, Norman, Oklahoma 73019 or mmumford@ou.edu.. & Mansfield, 2000;O'Fallon & Butterfield, 2005). Some studies have provided evidence indicating that training may lead to improvements in ethical decision-making among scientists (e.g., Al-Jalahma & Fakhroo, 2004;Bebeau & Thoma, 1994;Clarkeburn, Downie, & Matthew, 2002). Other studies, however, sugge...

During the past three decades, researchers interested in emotions and cognition have attempted to understand the relationship that affect and emotions have with cognitive outcomes such as judgement and decision-making. Recent research has revealed the importance of examining more discrete emotions, showing that same-valence emotions (e.g., anger and fear) differentially impact judgement and decision-making outcomes. Narrative reviews of the literature (Lerner & Tiedens, 2006 ; Pham, 2007 ) have identified some under-researched topics, but provide a limited synthesis of findings. The purpose of this study was to review the research examining the influence of discrete emotions on judgement and decision-making outcomes and provide an assessment of the observed effects using a meta-analytic approach. Results, overall, show that discrete emotions have moderate to large effects on judgement and decision-making outcomes. However, moderator analyses revealed differential effects for study-design characteristics and emotion-manipulation characteristics by emotion type. Implications are discussed.

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, interactive and 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.