Don't be a rat: An investigation of the taboo against reporting other students for cheating

This research examines barriers to reporting academic dishonesty in early adulthood (Study 1; N = 92) and adolescence (Study 2; N = 137). Participants were asked to describe a recent time they observed a peer cheating and to reflect on their decision about whether to report the cheating. They also responded to hypothetical scenarios about observing typical cheating actions, and the presence of social motives (e.g., whether people who report tend to gain reputations for being snitches) was manipulated in each scenario. Even though participants judged reporting to be the morally right thing to do, doing so was rare and approval for it was low, especially in adolescence. Participants also tended to say they would rather be friends with people who do not report cheaters than with those who do. Participants reasoned about a variety of social concerns to support their judgments about reporting (e.g., concern about their relationship with the cheater, concerns for others' welfare), and the manipulated social motives in the hypothetical scenarios significantly influenced judgments about reporting. These findings inform our understanding of the social dynamics that contribute to decisions about policing academic honesty.

Self-efficacy and cheating among young children

This research, comprising three preregistered studies, investigated the link between self-efficacy and cheating on an academic test in 5- and 6-year-old children. Study 1 assessed children's general self-efficacy and found it to be unrelated to their cheating behavior. Study 2 assessed task-specific self-efficacy, which was not found to be associated with cheating. In Study 3, children were randomly assigned to either an experimental group, which received brief positive feedback on task-specific self-efficacy, or a control group, which received no feedback. The experimental group demonstrated significantly less cheating. These findings, for the first time, identify a specific connection between young children's self-efficacy and academic dishonesty and suggest that positive feedback on task-specific efficacy could be a simple effective strategy for fostering academic integrity early on.

Young children with higher verbal intelligence are less likely to cheat

Cheating is a pervasive unethical behavior. Existing research involving young children has mainly focused on contextual factors affecting cheating behavior, whereas cognitive factors have been relatively understudied. This study investigated the unique role of verbal and performance intelligence on young children's cheating behavior (N = 50; mean age = 5.73 years; 25 boys). Bootstrapping hierarchical logistic regression showed that children's Verbal IQ scores were significantly and negatively correlated with their cheating behavior above and beyond the contributions of age, gender, and Performance IQ scores. Children with higher Verbal IQ scores were less inclined to cheat. However, neither children's Performance IQ nor their Total IQ scores had a significant and unique correlation with cheating. These findings suggest that intelligence plays a significant role in children's cheating but that this role is limited to verbal intelligence only. In addition, this study highlights the need for researchers to go beyond the contextual factors to study the early development of cheating behavior.

In the social amoeba Dictyostelium discoideum, shortened stalks may limit obligate cheater success even when exploitable partners are available

Cooperation is widespread across life, but its existence can be threatened by exploitation. The rise of obligate social cheaters that are incapable of contributing to a necessary cooperative function can lead to the loss of that function. In the social amoeba Dictyostelium discoideum, obligate social cheaters cannot form dead stalk cells and in chimeras instead form living spore cells. This gives them a competitive advantage within chimeras. However, obligate cheaters of this kind have thus far not been found in nature, probably because they are often enough in clonal populations that they need to retain the ability to produce stalks. In this study we discovered an additional cost to obligate cheaters. Even when there are wild-type cells to parasitize, the chimeric fruiting bodies that result have shorter stalks and these are disadvantaged in spore dispersal. The inability of obligate cheaters to form fruiting bodies when they are on their own combined with the lower functionality of fruiting bodies when they are not represent limits on obligate social cheating as a strategy.

Modulatory role of sport factors on amateur and competitive athletes' aggressive and antisocial behaviors

Aggressiveness and unethical behaviors are an important problem in sports today. Understanding how to properly measure and manage an athlete's aggressive tendency is a crucial lesson to be learned within the rulesets of a sporting environment. This study aims at validating the Italian version of the Competitive Aggressiveness and Anger Scale (CAAS), specifically developed to measure aggressiveness and anger in athletes. The second aim is to investigate how aggressive and antisocial behaviors are modulated by sex, competitive level (i.e., amateur and competitive), sport contact (i.e., contact and no-contact), and sport type (i.e., team and individual). Two hundred and ninety-six athletes (mean age = 22.42 years, SD = 2.86) were asked to fill out a survey about sociodemographic variables, sport specific data, attitudes to moral decisions, past cheating behavior, and aggression. The Italian version of the CAAS presented a good fit of the data, adequate internal consistency and its construct validity was supported via convergent and discriminant validity. Both aggressiveness and anger dimensions of CAAS positively related with acceptance of cheating and gamesmanship, and past cheating behavior, while only the aggressiveness dimension of the CAAS negatively related with prosocial attitude. Competitive male athletes practicing contact sport showed the highest levels of aggressiveness, while competitive athletes practicing team sport showed the highest level of anger. This study represents the first empirical construct validity evidence of CAAS among Italian athletes and provides a deeper understanding of how athletes' aggressive tendencies and antisocial behavior differ across athlete populations.

Quorum sensing-mediated microbial interactions: Mechanisms, applications, challenges and perspectives

Microbial community in natural or artificial environments playes critical roles in substance cycles, products synthesis and species evolution. Although microbial community structures have been revealed via culture-dependent and culture-independent approaches, the hidden forces driving the microbial community are rarely systematically discussed. As a mode of cell-to-cell communication that modifies microbial interactions, quorum sensing can regulate biofilm formation, public goods secretion, and antimicrobial substances synthesis, directly or indirectly influencing microbial community to adapt to the changing environment. Therefore, the current review focuses on microbial community in the different habitats from the quorum sensing perspective. Firstly, the definition and classification of quorum sensing were simply introduced. Subsequently, the relationships between quorum sensing and microbial interactions were deeply explored. The latest progressives regarding the applications of quorum sensing in wastewater treatment, human health, food fermentation, and synthetic biology were summarized in detail. Finally, the bottlenecks and outlooks of quorum sensing driving microbial community were adequately discussed. To our knowledge, this current review is the first to reveal the driving force of microbial community from the quorum sensing perspective. Hopefully, this review provides a theoretical basis for developing effective and convenient approaches to control the microbial community with quorum sensing approaches.

The effect of loss aversion and entitlement on cheating: An online experiment

We investigate how loss aversion and entitlement influence lying. We conduct an online experiment with a cheating task in which participants draw and report a number. Participants can cheat by reporting a different number to earn a higher payoff. We vary whether participants perform (or not) a real effort task to generate their endowment before the cheating task to evoke a sense of entitlement, and whether participants can cheat for an additional gain or to avoid a loss using a 2 (earned/not earned endowment) × 2 (loss/gain) design. We find no effect of loss aversion on cheating and only weak evidence of a prior stage of real effort on lying behavior. Furthermore, we find a correlation between real effort task performance and lying, but only in the gain domain. This is the first study to look at how entitlement affects cheating behavior in both the gain and loss domains.

Default settings affect children's decisions about whether to be honest

Behavioral economics research has revealed that our decision-making can be biased by default settings. That is, all other things being equal, adults tend to choose default options even when the effort involved in choosing other options is minimal. Extensive evidence shows that default settings can systematically influence adult decisions in a wide variety of domains (e.g., pension choices, organ donation), but little is known about their developmental origin. Of interest in the present research is whether default settings can influence young children's decisions about whether to be honest. We investigated this question in two studies of 5- and 6-year-old Chinese children (total N = 120; 60 girls; M_age = 5.81, SD_age = 0.14). Each study used a specially designed device that allowed children to play a guessing game in either a Cheating Default condition in which they would cheat by doing nothing or in an Honesty Default condition in which they would be honest by doing nothing. In each condition, they had the option of taking a trivially easy action to override the default (pushing a button in Study 1 or moving a screen in Study 2). In both studies, children decided to cheat significantly more often in the Cheating Default condition than in the Honesty Default condition. Additionally, overall cheating rates were significantly higher in Study 2 than in Study 1 (55% vs. 25%), which suggests that even though the default setting effect generalized across different actions, the specific action in question can also affect the cheating rate. Taken together, these results indicate that default setting effects that have been observed in adults have origins in childhood, and they point toward new ways to use nudges to promote positive social development and moral decision-making.

Allopatric divergence of cooperators confers cheating resistance and limits effects of a defector mutation

BACKGROUND

Social defectors may meet diverse cooperators. Genotype-by-genotype interactions may constrain the ranges of cooperators upon which particular defectors can cheat, limiting cheater spread. Upon starvation, the soil bacterium Myxococcus xanthus cooperatively develops into spore-bearing fruiting bodies, using a complex regulatory network and several intercellular signals. Some strains (cheaters) are unable to sporulate effectively in pure culture due to mutations that reduce signal production but can exploit and outcompete cooperators within mixed groups.

RESULTS

In this study, interactions between a cheater disrupted at the signaling gene csgA and allopatrically diversified cooperators reveal a very small cheating range. Expectedly, the cheater failed to cheat on all natural-isolate cooperators owing to non-cheater-specific antagonisms. Surprisingly, some lab-evolved cooperators had already exited the csgA mutant's cheating range after accumulating fewer than 20 mutations and without experiencing cheating during evolution. Cooperators might also diversify in the potential for a mutation to reduce expression of a cooperative trait or generate a cheating phenotype. A new csgA mutation constructed in several highly diverged cooperators generated diverse sporulation phenotypes, ranging from a complete defect to no defect, indicating that genetic backgrounds can limit the set of genomes in which a mutation creates a defector.

CONCLUSIONS

Our results demonstrate that natural populations may feature geographic mosaics of cooperators that have diversified in their susceptibility to particular cheaters, limiting defectors' cheating ranges and preventing them from spreading. This diversification may also lead to variation in the phenotypes generated by any given cooperation-gene mutation, further decreasing the chance of a cheater emerging which threatens the persistence of cooperation in the system.

Morality in the time of cognitive famine: The effects of memory load on cooperation and honesty

Though human social interaction in general seems effortless at times, successful engagement in collaborative or exploitative social interaction requires the availability of cognitive resources. Research on Dual-Process suggests that two systems, the affective (non-reflective) and the cognitive (reflective), are responsible for different types of reasoning. Nevertheless, the evidence on which system leads to what type of behavioral outcome, in terms of prosociality, is at best contradicting and perplexing. In the present paper, we examined the role of the two systems, operationalized as working memory depletion, in prosocial decision-making. We hypothesize that the nature of the available cognitive resources could affect whether humans engage in collaborative or exploitative social interaction. Using Operation Span to manipulate the availability of working memory, we examined how taxing the cognitive system affects cooperation and cheating. In two experiments, we provide evidence that concurrent load, but not cumulative load is detrimental to cooperation, whereas neither concurrent nor cumulative load seems to affect cheating behavior. These findings are in contrast to several previous assumptions. We discuss limitations, possible explanations, and future directions.

Memory and Counterfactual Simulations for Past Wrongdoings Foster Moral Learning and Improvement

In four studies, we investigated the role of remembering, reflecting on, and mutating personal past moral transgressions to learn from those moral mistakes and to form intentions for moral improvement. Participants reported having ruminated on their past wrongdoings, particularly their more severe transgressions, and they reported having frequently thought about morally better ways in which they could have acted instead (i.e., morally upward counterfactuals; Studies 1-3). The more that participants reported having mentally simulated morally better ways in which they could have acted, the stronger their intentions were to improve in the future (Studies 2 and 3). Implementing an experimental manipulation, we then found that making accessible a morally upward counterfactual after committing a moral transgression strengthened reported intentions for moral improvement-relative to resimulating the remembered event and considering morally worse ways in which they could have acted instead (Study 4). We discuss the implications of these results for competing theoretical views on the relationship between memory and morality and for functional theories of counterfactual thinking.

Non-Business Students

In this study we examine college cheating behaviors of business students compared to non-business students, and investigate possible antecedents to cheating in an effort to better understand why and when students cheat. We specifically examine power values; we found that they were positively related to academic cheating in our sample, and that choice of major (business or non-business) partially mediated the relationship between power values and cheating. We also considered the extent to which students provide justifications for their cheating, and found that business students were more likely to justify (rationalize) their cheating behaviors. Finally, we update the literature in terms of the ways students cheat. We assess newer forms of academic cheating, as increased accessibility to information via the Internet and smartphones may have changed the ways and ease with which students cheat – a particularly relevant topic currently, as many classes have moved online during the COVID-19 pandemic. In our study, cheating was especially prevalent when taking quizzes or tests or completing homework online. We found that only 10% of participants reported never engaging in any of the cheating behaviors we examined.

The Difference Spotting Task: A new nonverbal measure of cheating behavior

To understand when, how, and why people cheat, the ability to detect cheating in a laboratory setting is crucial. However, commonly used paradigms are confronted with a conflict between allowing participants to believe they can cheat unnoticed and allowing experimenters to detect cheating. This project aimed to develop and establish a new nonverbal task to resolve this conflict. Study 1 and Study 2 developed a new unsolvable paradigm called the Difference Spotting Task. In Study 1, participants were incentivized to indicate whether they found any difference between a pair of pictures without being asked to point the difference(s) out, so they could overreport their performance to earn extra money. Unbeknownst to them, the pairs of pictures from half of the items were identical so that the task could not be solved without cheating. This paradigm allowed experimenters to detect cheating for each unsolvable item. Study 3 examined the validity of the Difference Spotting Task and demonstrated it as a valid tool to assess cheating. The Difference Spotting Task is nonverbal and thus applicable to populations across age, educational level, and culture. In this unsolvable task, participants feel safe in cheating, and experimenters can detect cheating at the item level. The task holds the potential to gain acceptance by many researchers and facilitate the investigation of the underlying processes of cheating behavior.

The impact of COVID-19 triggered changes to instruction and assessment on university students' self-reported motivation, engagement and perceptions

During the northern hemisphere Winter 2020 academic term, university students had to adjust to remote learning in response to the COVID-19 pandemic. This abrupt change provided a unique opportunity to examine students’ motivation, engagement and perceptions of success and cheating under two learning conditions, namely traditional and remote. We used a single survey to collect retrospective self-report data from a convenience sample of Canadian undergraduate students (n = 98) about their motivation, engagement and perceptions of success and cheating before COVID-19 and then in remote learning. Students' achievement goals, engagement and perceptions of success all significantly decreased, while their perceptions of cheating increased. Moreover, we used regression analyses to examine associations amongst achievement goals and engagement, perceptions of success and cheating concerns. Mastery-approach goals were positively associated with more engagement and higher perceptions of success. Achievement goals were unrelated to cheating. Students in large classes and who were originally concerned about cheating became more concerned about cheating in remote learning conditions. Our study provides information to researchers and instructors about how achievement goals relate to student outcomes across learning conditions. By extension, we provide timely recommendations for instructors as they continue to wrestle with how to deliver their courses during the COVID-19 pandemic.

Online cheating amid COVID-19

We present evidence of cheating that took place in online examinations during COVID-19 lockdowns and propose two solutions with and without a camera for the cheating problem based on the experience accumulated by online chess communities over the past two decades. The best implementable solution is a uniform online exam policy where a camera capturing each students computer screen and room is a requirement. We recommend avoiding grading on a curve and giving students less time but simpler questions on tests.

Levelling the playing field: students' motivations to contribute to an amnesty of assessment materials

BACKGROUND

'Exam recall' is a recognised phenomenon whereby students recall and record questions after leaving the examination hall. This poses two main problems. First, as these questions are only available to peers of the students who recall the questions, these individuals have an unfair advantage. Secondly, the distribution of these recalled questions poses a threat to the validity and defensibility of assessments. To address the first of these problems, we developed an amnesty enabling students to submit assessment material to an on-line site. This study sought to explore which factors influence students' contributions to an amnesty of assessment material.

METHODS

We conducted a qualitative study using semi-structured focus groups. We used convenience sampling and recruited participants from all years of our undergraduate medical programme. The focus groups were facilitated by a medical student peer to reduce the power imbalance and encourage participants to discuss candidly. The focus groups were audio recorded and transcribed verbatim. Two researchers independently analysed all transcripts using thematic analysis and the research team met regularly to discuss emergent findings. Nvivo was used to assist with thematic analysis of the transcripts.

RESULTS

Twenty-six individuals participated in six focus groups. Six themes were identified through the analysis, which were categorised into motivating factors and de-motivating factors. Motivating factors were a perception that this would overcome inequity, a fear of repercussions, and the perceived usefulness of resources. Factors that prevented students contributing were a culture of competition, a lack of incentives, and mistrust of the medical school.

CONCLUSIONS

The establishment of an amnesty was acceptable to students and they were motivated to contribute materials. The competitive nature of medical careers and the stakes of summative assessments meant that students felt that some peers might still not contribute their materials. Students felt that the school were listening to their concerns and this led to a better dialogue between students and faculty.

Heat and fraud: evaluating how room temperature influences fraud likelihood

Despite the considerable amount of research devoted to understanding fraud, few studies have examined how the physical environment can influence the likelihood of committing fraud. One recent study found a link between room brightness and occurrence of human fraud behaviors. Therefore, the present study aims to investigate how temperature may affect fraud. Based on a power analysis using the effect size observed in a pilot study, we recruited 105 participants and randomly divided them into three temperature groups (warm, medium, and cool). We then counted fraud behaviors in each group and tested for potential significant differences with a Kruskal–Wallis test. Additionally, we used a correlation analysis to determine whether the perceived temperature affected fraud. As a result, regardless of participants’ subjective sensory experience or their physical environment, we did not find that temperature-related factors influence the incidence of fraud. We discussed the potential reason for the results and suggested directions for future research.

Evaluation of academic integrity of online open book assessments implemented in an undergraduate medical radiation science course during COVID-19 pandemic

Introduction

Online open book assessment has been a common alternative to a traditional invigilated test or examination during the COVID-19 pandemic. However, its unsupervised nature increases ease of cheating, which is an academic integrity concern. This study's purpose was to evaluate the integrity of two online open book assessments with different formats (1. Tightly time restricted - 50 min for mid-semester and 2. Take home - any 4 h within a 24-h window for end of semester) implemented in a radiologic pathology unit of a Bachelor of Science (Medical Radiation Science) course during the pandemic.

Methods

This was a retrospective study involving a review and analysis of existing information related to the integrity of the two radiologic pathology assessments. Three integrity evaluation approaches were employed. The first approach was to review all the Turnitin plagiarism detection software reports with use of ‘seven-words-in-a-row’ criterion to identify any potential collusion. The second approach was to search for highly irrelevant assessment answers during marking for detection of other cheating types. Examples of highly irrelevant answers included those not addressing question requirements and stating patients' clinical information not from given patient histories. The third approach was an assessment score statistical analysis through descriptive and inferential statistics to identify any abnormal patterns that might suggest cheating occurred. An abnormal pattern example was high assessment scores. The descriptive statistics used were minimum, maximum, range, first quartile, median, third quartile, interquartile range, mean, standard deviation, fail and full mark rates. T-test was employed to compare mean scores between the two assessments in this year (2020), between the two assessments in the last year (2019), between the two mid-semester assessments in 2019 and 2020, and between this and last years' end of semester assessments. A p-value of less than 0.05 was considered statistically significant.

Results

No cheating evidence was found in all Turnitin reports and assessment answers. The mean scores of the end of semester assessments in 2019 (88.2%) and 2020 (90.9%) were similar (p = 0.098). However, the mean score of the online open book mid-semester assessment in 2020 (62.8%) was statistically significantly lower than that of the traditional invigilated mid-semester assessment in 2019 (71.8%) with p < 0.0001.

Conclusion

This study shows the use of the online open book assessments with tight time restrictions and the take home formats in the radiologic pathology unit did not have any academic integrity issues. Apparently, the strict assessment time limit played an important role in maintaining their integrity.

Cheaters claim they knew the answers all along

Cheating has become commonplace in academia and beyond. Yet, almost everyone views themselves favorably, believing that they are honest, trustworthy, and of high integrity. We investigate one possible explanation for this apparent discrepancy between people's actions and their favorable self-concepts: People who cheat on tests believe that they knew the answers all along. We found consistent correlational evidence across three studies that, for those particular cases in which participants likely cheated, they were more likely to report that they knew the answers all along. Experimentally, we then found that participants were more likely to later claim that they knew the answers all along after having the opportunity to cheat to find the correct answers - relative to exposure to the correct answers without the opportunity to cheat. These findings provide new insights into relationships between memory, metacognition, and the self-concept.

Cognitive enhancing drug use by students in the context of neoliberalism: cheating? Or, a legitimate expression of competitive entrepreneurialism?

A recurrent theme regarding drug policy and the use of cognitive enhancing drugs (CEDs) by students in higher education (HE), concerns the potential introduction of policy to prohibit the use of CEDs. One of the arguments put forward to support a prohibitive policy framework, is that the use of CEDs by students in HE is a form of academic misconduct; that the use of CEDs constitutes cheating. Now, given that it is widely documented that the use of CEDs by students in HE has been growing steadily over the past decade or more, there is surprisingly, a dearth of in-depth discussion on the topic of whether their use represents academic misconduct and is a form of cheating. Therefore, this commentary will summarise some examples of literature dedicated to the topic, before discussing whether the use of CEDs by students in HE constitutes cheating, when framed contextually, around neoliberalism and the key characteristics of competition and entrepreneurialism. The commentary will propose a potentially useful argument that, given the neoliberal context and those key characteristics, (HE) students could in theory, legitimise their use of CEDs. Consequently, students using CEDs for the purpose of hypothetically increasing academic excellence, would not consider their use of CEDs as a form of academic misconduct, of cheating. Thus, this paper, would in principle, support and endorse a legal, regulatory approach to CED policy and in addition, recommends that individual HE institutions do not prohibit the use of CEDs by students on the grounds of academic misconduct, but instead, advance harm reduction initiatives around their use.

Does encouraging a belief in determinism increase cheating? Reconsidering the value of believing in free will

A key source of support for the view that challenging people's beliefs about free will may undermine moral behavior is two classic studies by Vohs and Schooler (2008). These authors reported that exposure to certain prompts suggesting that free will is an illusion increased cheating behavior. In the present paper, we report several attempts to replicate this influential and widely cited work. Over a series of five studies (sample sizes of N = 162, N = 283, N = 268, N = 804, N = 982) (four preregistered) we tested the relationship between (1) anti-free-will prompts and free will beliefs and (2) free will beliefs and immoral behavior. Our primary task was to closely replicate the findings from Vohs and Schooler (2008) using the same or highly similar manipulations and measurements as the ones used in their original studies. Our efforts were largely unsuccessful. We suggest that manipulating free will beliefs in a robust way is more difficult than has been implied by prior work, and that the proposed link with immoral behavior may not be as consistent as previous work suggests.

Moral in whose eyes? Cross-cultural differences in moral decision making and behaviour

All people want to feel that they are morally adequate. People tend to evaluate their moral adequacy by judging their behaviour through their own eyes (first-person perspective) or the eyes of others (third-person perspective). People in all cultures use both perspectives, but there may be cultural variations in which perspective takes precedence. By conducting two studies, we explore the way people in face cultures are more likely to secure their moral self-regard through the eyes of others (vs. their own eyes), whereas the opposite is true in case of people from dignity cultures. Study 1 found that people from face culture (Korean participants) cheated to a lesser extent when others were invoked (vs. not invoked), but people from dignity culture (American participants) were not affected by this priming. Study 2 found that moral intentions were more strongly influenced by what participants perceived others to do in moral situations in face (vs. dignity) cultures. In contrast, moral intentions were found to be more strongly influenced by what they believed they should do in moral situations in dignity (vs. face) cultures.

Sanctification and Cheating Among Emerging Adults

Cheating-a general term for extradyadic romantic or sexual behavior that violates expectations in a committed romantic relationship-is common and leads to a number of poor outcomes. Religion has historically influenced conceptions of romantic relationships, but societal attitudes about religion are in flux as many seek to retain spirituality even as affiliations with formal religion decrease. The present study evaluated a potential predictor of cheating that is more spiritual than formally religious, the "psychospiritual" concept of relationship sanctification (i.e., the idea that one's relationship itself is sacred). In a sample of college students in committed relationships (N = 716), we found that higher levels of self-reported relationship sanctification were associated with a lower likelihood of both physical and emotional cheating even when accounting for plausible alternate explanations (general religiosity, problematic alcohol use, and trait self-control). This association was mediated via permissive sexual attitudes; specifically, higher levels of sanctification were associated with less permissive sexual attitudes which, in turn, predicted a lower likelihood of emotional and physical cheating.

Reasons for academic dishonesty during examinations among nursing students: Cross-sectional survey

BACKGROUND

Understanding why nursing students engage in academic dishonesty is crucial, since cheating is becoming more common and can be followed by unethical professional practice.

OBJECTIVES

To develop and validate a questionnaire for investigating nursing students' perceptions about the reasons for academic dishonesty during examinations, along with identifying the most important of these reasons.

DESIGN

Cross-sectional survey with the use of a convenience sample.

PARTICIPANTS AND SETTING

660 undergraduate students of a nursing department in Greece.

METHODS

Questionnaire items were developed based on literature review and student interviews, evaluation of their content validity and intra-rater reliability. The participants completed the questionnaire electronically, which included items referring to behaviors of and reasons for academic dishonesty during examinations. Based on their responses, factor analysis was used to determine structural validity of the items that referred to the reasons for academic dishonesty.

RESULTS

High prevalence of academic dishonesty behaviors during examinations was confirmed. Reasons for academic dishonesty were grouped into three factors, which included 17 items in total. Highly-rated items mainly referred to non-realistic demands of and unfair student treatment by academic personnel, absence of severe consequences for cheating, the way examinations are performed, and the importance of achieving high grades. Female, junior and high degree grade students had significantly higher percentages of highly-rated responses in some items.

CONCLUSIONS

These findings offered knowledge about the reasons that students perceive to mostly favor cheating, whose identification can guide preventive strategies.

"The White Version of Cheating?" Ethical and Social Equity Concerns of Cognitive Enhancing Drug Users in Higher Education

So-called cognitive enhancing drugs (CEDs) are relatively common in higher education, especially among students who are white, male, and attend highly selective institutions. Using qualitative data from a diverse sample of 32 students at an elite university, the present study aims to examine whether students perceive CED use to be advantageous, equitable, and fair. Participants were either medical or nonmedical users of CEDs-primarily ADHD stimulant medications such as Adderall. Data were first coded openly, then axially into themes, and finally arranged to respond to research aims around social and ethical concerns. Ethical perceptions and behavioral justifications varied by participants' personal use frequency, class standing, and perceived social norms surrounding CEDs. Among the salient themes to emerge was the belief that CED use is a lesser or more tenable form of cheating, that the vagueness and prevalence of ADHD justifies nonmedical use, and that above all, CEDs are advantageous. Some participants expressed concern about the advantageousness of CEDs when coupled with a perceived imbalance of their use among students from traditionally underrepresented backgrounds, with one calling it "the white version of cheating." Implications for cheating and drug use prevention are discussed, situating cognitive enhancement as an emerging ethical and social equity concern in higher education.

Cheating behavior in children: Integrating gaze allocation and social awareness

Children's cheating and factors supporting honesty are not well understood. The current work explored variables involved in children's cheating through eye-tracking and an implicit manipulation in which extrinsic awareness of the effects of one's behaviors on others was primed. Participants played a computer game with the option for a monetary gain in which they could earn more if they selectively erred in response to more profitable stimuli. Results show that children cheat by making selective effort toward more profitable errors; however, extrinsic awareness inhibits these cheating behaviors. Importantly, gaze toward children's earnings mediates this relationship, suggesting that extrinsic awareness mitigates an impulsive looking pattern, which in turn results in less cheating. Findings suggest that an implicit manipulation, highlighting the potential implications of one's actions for others, seems to effectively suppress cheating among children. Furthermore, attention toward earnings offers a cognitive process that acts to mediate the effect of this manipulation on cheating. Taken together, this framework suggests psychoneurocognitive and social processes that influence cheating in children, offering a direction for future implicit intervention techniques to support honest performance.

Self-initiated versus instructed cheating in the physiological Concealed Information Test

The validity of the Concealed Information Test (CIT) to detect recognition of critical details has been demonstrated in hundreds of laboratory studies. These studies, however, lack the factor of deliberate intent to deceive. This disparity between research and practice may affect the generalizability of laboratory based CIT findings. In the current study, 65 out of 174 participants cheated on their own initiative in a trivia quiz. These self-initiated cheaters were compared to 68 participants who were explicitly requested to cheat. Skin conductance, heart rate, and respiration were found to detect concealed information related to cheating. No significant differences emerged between self-initiated and instructed cheaters, supported by Bayesian statistics showing substantial evidence for the null hypothesis. The data demonstrate that the validity of the CIT is not restricted to instructed deception. This finding is encouraging from an ecological validity perspective and may pave the way for further field implementation of memory detection.

Cheating in the name of others: Offering prosocial justifications promotes unethical behavior in young children

The current research examined whether young children engage in unethical behavior to a greater extent when they have a prosocial justification for doing so. Participants (3- and 5-year-olds, N = 240) played a guessing game in which they were tempted to cheat to win a prize after promising not to do so. In Study 1, children were randomly assigned to either an experimental prosocial condition in which they were told that the prize would be given to a child who was unable to play the game or a control condition in which they were told that they would get to keep the prize for themselves. The 5-year-olds, but not the 3-year-olds, were more likely to cheat in the prosocial condition than in the control condition. Studies 2a and 2b revealed that older children's tendency to engage in prosocial cheating was driven by their concern with signaling to others that they are prosocial. These findings suggest that the tendency to act unethically to benefit others emerges early in development and that this tendency may reflect children's interest in prosocial signaling.

Investigating the existence of social networks in cheating behaviors in medical students

BACKGROUND

Most studies on academic cheating rely on self-reported questionnaires and focus on the individual, overlooking cheating as a group activity. The aim of this study is to estimate the true prevalence of cheating/anomalies among medical students using a statistical index developed for this purpose, and to explore the existence of social networks between anomalies in students' results.

METHODS

Angoff's A index was applied to a sample of 30 written examinations, with a total of 1487 students and 7403 examinations taken, from the 2014/2015 academic year of the Faculty of Medicine of the University of Porto to detect anomaly pairs. All analyses are within the same academic year and not across years. Through simulations, the sensitivity and specificity of the statistical method was determined, and the true prevalence of anomalies/cheating was estimated. Networks of anomaly pairs were created to search for patterns and to calculate their density.

RESULTS

The percentage of students who cheated at least once increased with the year of medical school, being lowest in the first year (3.4%) and highest in the fifth (17.3%). The year of medical school was associated with anomalies (p < 0.05). The network's density was also lowest in the first year (1.12E-04) and highest in the fifth (8.20E-04). The true prevalence of anomalies was estimated to be 1.85% (95%CI: 1.07-3.20%).

CONCLUSIONS

These findings suggest that some students are involved in social networks of cheating, which grow over time, resulting in an increase of anomalies/cheating in later academic years.

Memory-Based Deception Detection: Extending the Cognitive Signature of Lying From Instructed to Self-Initiated Cheating

From a cognitive perspective, lying can be regarded as a complex cognitive process requiring the interplay of several executive functions. Meta‐analytic research on 114 studies encompassing 3,307 participants (Suchotzki, Verschuere, Van Bockstaele, Ben‐Shakhar, & Crombez, 2017) suggests that computerized paradigms can reliably assess the cognitive burden of lying, with large reaction time differences between lying and truth telling. These studies, however, lack a key ingredient of real‐life deception, namely self‐initiated behavior. Research participants have typically been instructed to commit a mock crime and conceal critical information, whereas in real life, people freely choose whether or not to engage in antisocial behavior. In this study, participants (n = 433) engaged in a trivia quiz and were provided with a monetary incentive for high accuracy performance. Participants were randomly allocated to either a condition where they were instructed to cheat on the quiz (mimicking the typical laboratory set‐up) or to a condition in which they were provided with the opportunity to cheat, yet without explicit instructions to do so. Assessments of their response times in a subsequent Concealed Information Test (CIT) revealed that both instructed cheaters (n = 107) and self‐initiated cheaters (n = 142) showed the expected RT‐slowing for concealed information. The data indicate that the cognitive signature of lying is not restricted to explicitly instructed cheating, but it can also be observed for self‐initiated cheating. These findings are highly encouraging from an ecological validity perspective.

Geven, Ben‐Shakhar, Kindt and Verschuere point out that research on deception detection usually employs instructed cheating. They experimentally demonstrate that participants show slower reaction times for concealed information than for other information, regardless of whether they are explicitly instructed to cheat or whether they can freely choose to cheat or not. Finding this ‘cognitive signature of lying’ with self‐initiated cheating too is argued by the authors to strengthen the external validity of deception detection research. [75]

Exploring the paradox: A cross-sectional study of academic dishonesty among Australian nursing students

BACKGROUND

Universities' responsibility to ensure academic integrity is frustrated by software and communication tools that facilitate content reuse coupled with a growing international essay writing economy. A wide range of behaviours constitute academic dishonesty and while a complex phenomenon to examine, existing evidence suggests that there is sufficient proliferation (both in volume and variety) of these behaviours among Australian university students to warrant concern. This proliferation presents faculty and staff with new challenges in ensuring academic integrity.

OBJECTIVES

This paper reports findings of a nationwide cross-sectional survey of 361 students enrolled in an Australian nursing degree program and describes the extent of academic dishonesty among those surveyed.

DESIGN

An online survey adapted from previous work was used to collect data on academic dishonesty, professional dishonesty and social desirability bias. Analysis of this data enabled identification of the prevalence of dishonesty, relationships between individual characteristics and dishonest behaviours, associations between academic and professional dishonesty, and the impact of deterrents to such behaviour.

RESULTS

Plagiarism was the most frequently reported form of academic misconduct. Most participants indicated that threat of severe punishment and signing of verification statements would deter undesirable academic behaviour. Despite this, a relatively high proportion of students reported engaging in at least one form of academic misconduct, the likelihood of which was higher among younger age groups. Of concern was that a correlation was found between academic and professional misconduct, the most common being the recording of inaccurate or fabricated vital signs and breaching client privacy.

CONCLUSION

In health professional education, there is a tendency to assume that the nobility of these disciplines would result in a lower incidence of cheating behaviours. The findings of this study support existing literature that refutes this assumption. This study found troubling rates of academic and professional misconduct among the surveyed population.

The path to re-evolve cooperation is constrained in Pseudomonas aeruginosa

Background

A common form of cooperation in bacteria is based on the secretion of beneficial metabolites, shareable as public good among cells within a group. Because cooperation can be exploited by “cheating” mutants, which contribute less or nothing to the public good, there has been great interest in understanding the conditions required for cooperation to remain evolutionarily stable. In contrast, much less is known about whether cheats, once fixed in the population, are able to revert back to cooperation when conditions change. Here, we tackle this question by subjecting experimentally evolved cheats of Pseudomonas aeruginosa, partly deficient for the production of the iron-scavenging public good pyoverdine, to conditions previously shown to favor cooperation.

Results

Following approximately 200 generations of experimental evolution, we screened 720 evolved clones for changes in their pyoverdine production levels. We found no evidence for the re-evolution of full cooperation, even in environments with increased spatial structure, and reduced costs of public good production – two conditions that have previously been shown to maintain cooperation. In contrast, we observed selection for complete abolishment of pyoverdine production. The patterns of complete trait degradation were likely driven by “cheating on cheats” in unstructured, iron-limited environments where pyoverdine is important for growth, and selection against a maladaptive trait in iron-rich environments where pyoverdine is superfluous.

Conclusions

Our study shows that the path to re-evolve public-goods cooperation can be constrained. While a limitation of the number of mutational targets potentially leading to reversion might be one reason for the observed pattern, an alternative explanation is that the selective conditions required for revertants to spread from rarity are much more stringent than those needed to maintain cooperation.

Electronic supplementary material

The online version of this article (10.1186/s12862-017-1060-6) contains supplementary material, which is available to authorized users.

Crossing the "line": College students and academic integrity in nursing

BACKGROUND

Researchers have shown a relationship between academic integrity in the classroom and acts of dishonest behavior in the clinical setting which is concerning for nursing faculty and the health care field.

OBJECTIVES

The purpose of this study was to compare the attitudes toward academic integrity and the frequency of behaviors related to academic dishonesty in nursing and non-nursing students at a religiously affiliated institution.

DESIGN

A cross-sectional, descriptive design was used to collect data regarding the knowledge, behavior, perceptions, and attitudes related to academic integrity via an online survey.

SETTINGS AND PARTICIPANTS

Nursing students and non-nursing students who attended a religiously affiliated (Jesuit) University in the United States were surveyed for this study.

RESULTS

Results of the study suggest upper division and second degree nursing students are less tolerant and more condemnatory of cheating than younger students. Frequent dishonest classroom behaviors include asking and telling other students what was on the exam while the most frequent dishonest clinical behaviors included documenting findings that were not assessed or findings that were false.

CONCLUSION

Recommendations for nursing faculty include frequent and timely discussion of expected behaviors and values of nurses in order to support students' development of honesty and integrity beyond the classroom and into the clinical setting.

Plagiarism, Cheating and Research Integrity: Case Studies from a Masters Program in Peru

Plagiarism is a serious, yet widespread type of research misconduct, and is often neglected in developing countries. Despite its far-reaching implications, plagiarism is poorly acknowledged and discussed in the academic setting, and insufficient evidence exists in Latin America and developing countries to inform the development of preventive strategies. In this context, we present a longitudinal case study of seven instances of plagiarism and cheating arising in four consecutive classes (2011-2014) of an Epidemiology Masters program in Lima, Peru, and describes the implementation and outcomes of a multifaceted, "zero-tolerance" policy aimed at introducing research integrity. Two cases involved cheating in graded assignments, and five cases correspond to plagiarism in the thesis protocol. Cases revealed poor awareness of high tolerance to plagiarism, poor academic performance, and widespread writing deficiencies, compensated with patchwriting and copy-pasting. Depending on the events' severity, penalties included course failure (6/7) and separation from the program (3/7). Students at fault did not engage in further plagiarism. Between 2011 and 2013, the Masters program sequentially introduced a preventive policy consisting of: (i) intensified research integrity and scientific writing education, (ii) a stepwise, cumulative writing process; (iii) honor codes; (iv) active search for plagiarism in all academic products; and (v) a "zero-tolerance" policy in response to documented cases. No cases were detected in 2014. In conclusion, plagiarism seems to be widespread in resource-limited settings and a greater response with educational and zero-tolerance components is needed to prevent it.

Emotional intelligence buffers the effect of physiological arousal on dishonesty

We studied the emotional processes that allow people to balance two competing desires: benefitting from dishonesty and keeping a positive self-image. We recorded physiological arousal (skin conductance and heart rate) during a computer card game in which participants could cheat and fail to report a certain card when presented on the screen to avoid losing their money. We found that higher skin conductance corresponded to lower cheating rates. Importantly, emotional intelligence regulated this effect; participants with high emotional intelligence were less affected by their physiological reactions than those with low emotional intelligence. As a result, they were more likely to profit from dishonesty. However, no interaction emerged between heart rate and emotional intelligence. We suggest that the ability to manage and control emotions can allow people to overcome the tension between doing right or wrong and license them to bend the rules.

Academic dishonesty among Italian nursing students: A longitudinal study

Considering the ethical issues related to nursing and that Ethics is an integral part of the nursing education in the degree course, one would suppose that academic dishonesty might be less frequent in nursing students than in students of other disciplines. However, several studies show that this trend of deceitful behaviour seems to be similar among the university nursing students and those of other disciplines. The aim of this study is to investigate the phenomenon of academic dishonesty in the classroom from a longitudinal perspective within a cohort of Italian nursing students. A non-experimental longitudinal design was used. All nursing students were recruited from the Nursing Science Bachelor Degree Program of a big Italian university in the centre of Italy and participants were part of an ongoing longitudinal research project which started in 2011 on nursing students' wellbeing. The results show that students get accustomed to taking academically deceitful actions. They come to consider their behaviours acceptable and normal, thereby stabilizing them, which increases the probability of stabilizing subsequent deceitful behaviours. The stability through time of academic cheating behaviours committed during higher education, within the study's timeframe, provides important perspectives into the establishment of rigorous standards of ethical and moral behaviours by the students.

Household food insecurity during childhood and adolescent misconduct

A large body of research has found that household food insecurity can interfere with the healthy development of children. The link between household food insecurity during childhood and misbehaviors during adolescence, however, is not commonly explored. The objective of the current study is to assess whether household food insecurity across childhood predicts four different forms of misconduct during early adolescence. Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), a nationally representative sample of U.S. children, were employed in the present study. Associations between household food insecurity during childhood and adolescent misconduct were examined using Logistic and Negative Binomial Regression. Analyses were performed separately for males and females. The results revealed that household food insecurity and food insecurity persistence were predictive of most forms of misconduct for males, and were consistently predictive of engagement in multiple forms of misconduct and a greater variety of forms of misconduct for males. For females, however, household food insecurity generally failed to predict adolescent misconduct. The behavioral development of males during adolescence appears to be sensitive to the presence and persistence of household food insecurity during childhood. Future research should seek to replicate and extend the present findings to late adolescence and adulthood.

Discovery of a Partner Affair and Major Depressive Episode in a Probability Sample of Married or Cohabiting Adults

Prior research has found that humiliating marital events are associated with depression. Building on this research, the current study investigated the association between one specific humiliating marital event-discovering that one's partner had an affair-and past-year major depressive episode (MDE) in a probability sample of married or cohabiting men and women who were at high risk for depression based on the criterion that they scored below the midpoint on a measure of marital satisfaction (N = 227). Results indicate that (i) women were more likely than men to report discovering their partner had an affair in the prior 12 months; (ii) discovering a partner affair was associated with a higher prevalence of past-year MDE and a lower level of marital adjustment; and (iii) the association between discovering a partner affair and MDE remained statistically significant when holding constant demographic variables and marital adjustment. These results support continued investigation into the impact that finding out about an affair has on the mental health of the person discovering a partner affair.

Perceived Cross-Orientation Infidelity: Heterosexual Perceptions of Same-Sex Cheating in Exclusive Relationships

For individuals in exclusive romantic relationships, the dynamics of sexual experimentation are nuanced. Extradyadic behavior outside of a relationship may be perceived as cheating or infidelity, with much of those perceptions driven by the biological sex of the perceiver. This study significantly reframes seminal research on perceptions of cheating with third-party friends by Kruger et al. (2013), to further nuance an evolutionary threat-based model. In doing so, this furthers our understanding of the associated perceptions of individuals in heterosexual relationships when confronted by partners' cheating with their same-sex cross-orientation friends. Results indicate that perceptions of same-sex infidelity vary widely depending on the nature of the behaviors, with decreasing attribution given to sexual and erotic behaviors, close relational behaviors, and casual social interaction behaviors, respectively. Implications are discussed for a variety of sexual communities, as well as the impact of gender and relational status on perceptions of infidelity.

The infamous among us: Enhanced reputational memory for uncooperative ingroup members

People remember uncooperative individuals better than cooperative ones. We hypothesize that this is particularly true when uncooperative individuals belong to one's ingroup, as their behavior violates positive expectations. Two studies examined the effect of minimal group categorization on reputational memory of the social behavior of particular ingroup and outgroup members. We manipulated uncooperative behavior as the unfair sharing of resources with ingroup members (Study 1), or as descriptions of cheating (Study 2). Participants evaluated several uncooperative and cooperative (and neutral) ingroup and outgroup members. In a surprise memory test, they had to recognize target faces and recall their behavior. We disentangled face recognition, reputational memory, and guessing biases with multinomial models of source monitoring. The results show enhanced reputational memory for uncooperative ingroup members, but not uncooperative outgroup members. In contrast, guessing behavior indicated that participants assumed more ingroup cooperation than outgroup cooperation. Our findings integrate prior research on memory for uncooperative person behavior and person memory in group contexts. We suggest that the ability to remember the uncooperative amidst the supposedly cooperative ingroup could stabilize intragroup cooperation.

Academic dishonesty in higher education: students' perceptions and involvement in an African institution

BACKGROUND

Integrity in academic work is a critical benchmark of every profession. For this reason, special attention should be devoted to addressing academic dishonesty (AD) in higher education to prevent the potential transfer of these practices to the workplace. In order to effectively address AD in Africa, further information about correlates of, and barriers to, the effectiveness of existing AD-controlling measures is needed. In Ghana, little is known about AD from the perspective of students. Here, we present a first report of Ghanaian undergraduate students' self-reported understanding of, and support for, institutional AD regulations, their involvement in specific dishonest behaviours, as well as their motivation factors.

RESULTS

Approximately 92% of respondents said they were aware of institutional regulations on AD. However, only 31% rated their understanding as high. Respondents believed that their lecturers had better understanding of, and support for, these regulations than the students (p < 0.001 and p < 0.0001 respectively). Approximately 40% of respondents had witnessed their colleagues engage in AD before, but the majority (94%) had never reported these acts. The pursuit of good grades, high academic load and pressure to please family and guardians were the leading causes of AD. Cheating during examinations and inappropriately sharing answers in the preparation of assignments were some of the highly-occurring forms of AD. Respondents believed that copying colleagues' work without their permission was a serious offense but doing so with their permission was not.

CONCLUSION

Our findings suggest that the sampled students consent to cheating-they believed that they committed no misconduct once the parties involved had agreed on the act. Considering these misconceptions, institutions should do more to help their students better understand the different forms of AD and how to avoid them.

Decoupled genomic elements and the evolution of partner quality in nitrogen-fixing rhizobia

Understanding how mutualisms evolve in response to a changing environment will be critical for predicting the long-term impacts of global changes, such as increased N (nitrogen) deposition. Bacterial mutualists in particular might evolve quickly, thanks to short generation times and the potential for independent evolution of plasmids through recombination and/or HGT (horizontal gene transfer). In a previous work using the legume/rhizobia mutualism, we demonstrated that long-term nitrogen fertilization caused the evolution of less-mutualistic rhizobia. Here, we use our 63 previously isolated rhizobium strains in comparative phylogenetic and quantitative genetic analyses to determine the degree to which variation in partner quality is attributable to phylogenetic relationships among strains versus recent genetic changes in response to N fertilization. We find evidence of distinct evolutionary relationships between chromosomal and pSym genes, and broad similarity between pSym genes. We also find that nifD has a unique evolutionary history that explains much of the variation in partner quality, and suggest MoFe subunit interaction sites in the evolution of less-mutualistic rhizobia. These results provide insight into the mechanisms behind the evolutionary response of rhizobia to long-term N fertilization, and we discuss the implications of our results for the evolution of the mutualism.

Migration in the social stage of Dictyostelium discoideum amoebae impacts competition

Interaction conditions can change the balance of cooperation and conflict in multicellular groups. After aggregating together, cells of the social amoeba Dictyostelium discoideum may migrate as a group (known as a slug) to a new location. We consider this migration stage as an arena for social competition and conflict because the cells in the slug may not be from a genetically homogeneous population. In this study, we examined the interplay of two seemingly diametric actions, the solitary action of kin recognition and the collective action of slug migration in D. discoideum, to more fully understand the effects of social competition on fitness over the entire lifecycle. We compare slugs composed of either genetically homogenous or heterogeneous cells that have migrated or remained stationary in the social stage of the social amoeba Dictyostelium discoideum. After migration of chimeric slugs, we found that facultative cheating is reduced, where facultative cheating is defined as greater contribution to spore relative to stalk than found for that clone in the clonal state. In addition our results support previous findings that competitive interactions in chimeras diminish slug migration distance. Furthermore, fruiting bodies have shorter stalks after migration, even accounting for cell numbers at that time. Taken together, these results show that migration can alleviate the conflict of interests in heterogeneous slugs. It aligns their interest in finding a more advantageous place for dispersal, where shorter stalks suffice, which leads to a decrease in cheating behavior.

Social control, social learning, and cheating: Evidence from lab and online experiments on dishonesty

Varying the conditions of the decision-making environment we offered participants the opportunity to increase their payoff by undetectable lies. In addition to a baseline treatment, in which subjects rolled a die in private and showed a high extent of dishonest behavior, we increased the degree of social control by a novel treatment in which subjects played in randomly assigned pairs of two. The presence of others proved to substantially, but only temporarily reduce dishonest behavior. Furthermore, one treatment group received feedback on unethical behavior of participants in a similar experiment. Knowing that others betrayed in the experiment facilitated social learning and led to a higher prevalence of cheating. Finally, increasing the degree of anonymity by re-running the experiment online increased the extent of norm transgressions slightly.

Eliciting promises from children reduces cheating

Widespread cheating can undermine rules that are necessary for maintaining social order. Preventing cheating can be a challenge, especially with regard to children, who as a result of their limited executive function skills may have particular difficulty with resisting temptation to cheat. We examined one approach designed to help children resist this temptation: eliciting a verbal commitment to not cheat. We tested 4- to 7-year-olds (total N = 330) and found that starting at 5 years of age, a verbal commitment to not cheat led to a substantial reduction in cheating. The results suggest that verbal commitments can be used to help children overcome temptations and comply with rules.

Selection against somatic parasitism can maintain allorecognition in fungi

Fusion between multicellular individuals is possible in many organisms with modular, indeterminate growth, such as marine invertebrates and fungi. Although fusion may provide various benefits, fusion usually is restricted to close relatives by allorecognition, also called heterokaryon or somatic incompatibility in fungi. A possible selective explanation for allorecognition is protection against somatic parasites. Such mutants contribute less to colony functions but more to reproduction. However, previous models testing this idea have failed to explain the high diversity of allorecognition alleles in nature. These models did not, however, consider the possible role of spatial structure. We model the joint evolution of allorecognition and somatic parasitism in a multicellular organism resembling an asexual ascomycete fungus in a spatially explicit simulation. In a 1000-by-1000 grid, neighbouring individuals can fuse, but only if they have the same allotype. Fusion with a parasitic individual decreases the total reproductive output of the fused individuals, but the parasite compensates for this individual-level fitness reduction by a disproportional share of the offspring. Allorecognition prevents the invasion of somatic parasites, and vice versa, mutation towards somatic parasitism provides the selective conditions for extensive allorecognition diversity. On the one hand, if allorecognition diversity did not build up fast enough, somatic parasites went to fixation; conversely, once parasites had gone to fixation no allorecognition diversity built up. On the other hand, the mere threat of parasitism could select for high allorecognition diversity, preventing invasion of somatic parasites. Moderate population viscosity combined with weak global dispersal was optimal for the joint evolution of allorecognition and protection against parasitism. Our results are consistent with the widespread occurrence of allorecognition in fungi and the low degree of somatic parasitism. We discuss the implications of our results for allorecognition in other organism groups.

Selection for cheating across disparate environments in the legume-rhizobium mutualism

The primary dilemma in evolutionarily stable mutualisms is that natural selection for cheating could overwhelm selection for cooperation. Cheating need not entail parasitism; selection favours cheating as a quantitative trait whenever less-cooperative partners are more fit than more-cooperative partners. Mutualisms might be stabilised by mechanisms that direct benefits to more-cooperative individuals, which counter selection for cheating; however, empirical evidence that natural selection favours cheating in mutualisms is sparse. We measured selection on cheating in single-partner pairings of wild legume and rhizobium lineages, which prevented legume choice. Across contrasting environments, selection consistently favoured cheating by rhizobia, but did not favour legumes that provided less benefit to rhizobium partners. This is the first simultaneous measurement of selection on cheating across both host and symbiont lineages from a natural population. We empirically confirm selection for cheating as a source of antagonistic coevolutionary pressure in mutualism and a biological dilemma for models of cooperation.

Fraud and plagiarisim in school and career

Between 0% and 94% of university students acknowledge having committed academic fraud. Its forms are varied: cheating on examinations, submitting someone else's work, plagiarism, false citations, false reporting on experiments, tests or findings in the medical history and physical examination, unfair behavior toward fellow students, and many others. The consequences of academic fraud include learning corruption, useless efforts by students and faculty, incorrect performance evaluations and unfair selection for jobs. Since this can be a prelude to future fraud as doctors or researches, the prevalence, risk factors, motivations, clinical appearances, detection and prevention of the disease of academic fraud are here reviewed.

Elementary school children's cheating behavior and its cognitive correlates

Elementary school children's cheating behavior and its cognitive correlates were investigated using a guessing game. Children (n=95) between 8 and 12 years of age were asked to guess which side of the screen a coin would appear on and received rewards based on their self-reported accuracy. Children's cheating behavior was measured by examining whether children failed to adhere to the game rules by falsely reporting their accuracy. Children's theory-of-mind understanding and executive functioning skills were also assessed. The majority of children cheated during the guessing game, and cheating behavior decreased with age. Children with better working memory and inhibitory control were less likely to cheat. However, among the cheaters, those with greater cognitive flexibility use more tactics while cheating. Results revealed the unique role that executive functioning plays in children's cheating behavior: Like a double-edged sword, executive functioning can inhibit children's cheating behavior, on the one hand, while it can promote the sophistication of children's cheating tactics, on the other.

Hand over Heart Primes Moral Judgments and Behavior

Morality is a prominent guide of both action and perception. We argue that non-emotional gestures can prime the abstract concept of honesty. Four studies demonstrated that the emblematic gesture associated with honesty (putting a hand on one’s heart) increased the level of honesty perceived by others, and increased the honesty shown in one’s own behavior. Target persons performing this gesture were described in terms associated with honesty, and appeared more trustworthy to others than when the same targets were photographed with a control gesture. Persons performing the hand-over-heart gesture provided more honest assessments of others’ attractiveness, and refrained from cheating, as compared to persons performing neutral gestures. These findings suggest that bodily experience associated with abstract concepts can influence both one’s perceptions of others, and one’s own complex actions. Further, our findings suggest that this influence is not mediated by changes in affective states.