Detecting contract cheating in written submissions can be difficult beyond direct plagiarism detectable via technology. Successfully identifying potential cases of contract cheating in written work such as essays and reports is largely dependent on the experience of assessors and knowledge of student. It is further dependent on their familiarity with the patterns and clues evident in sections of body text and reference materials to identify irregularities. Consequently, some knowledge of what the patterns and clues look like is required. (...) This paper documents how to identify some of the patterns and clues observed in essay and report submissions. Effective assessment design with specific contextual requirements make irregularities easier to detect and interpret. The irregularities identified were confirmed as instances of contract cheating through conversations held with postgraduate students. An essential element of the conversations was the evidence presented for discussion. Irregularities were noted on a pro-forma specifically developed for this purpose. Patterns identified include misrepresented bibliographic data, inappropriate references, irrelevant material and generalised text that did not address the assessment question or grading criteria. The validated patterns formed the basis of identifying potential instances of contract cheating in later submissions. Timely conversations with students before the end of semester are essential to determining whether the patterns and clues link to poor knowledge of academic writing conventions or classified as contract cheating necessitating the application of appropriate penalties under institutional policies and procedures. (shrink)

Contract cheating – outsourcing student assignments for a fee – presents a growing threat to the integrity of higher education. As contract cheating is based on students purchasing assignments that are original, traditional plagiarism detection tools remain insufficient to detect contract cheating. Part of the problem is that proving contract cheating is difficult. As a result, instructors may find it hard to prosecute students. To help address the problem, this conceptual paper builds upon extant scholarship (...) on contract cheating and argues that a novel evidence-based approach is needed. Such an approach should allow instructors to detect and prosecute cases of contract cheating effectively and efficiently. The paper then presents an outline of such an approach and calls it the “Doping Test” approach as it mimics some aspects of doping testing in professional sport. (shrink)

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].

ObjectivesBuilding on what is known about the non-random nature of crime problems and the explanatory capacity of opportunity theories of crime, this study explores the utility of using existing university administrative data to detect unusual patterns of performance consistent with a student having engaged in contract cheating (paying a third-party to produce unsupervised work on their behalf).MethodsResults from an Australian university were analysed (N = 3798 results, N = 1459 students). Performances on unsupervised and supervised assessment items were converted (...) to percentages and percentage point differences analysed at the academic discipline-, unit-, and student-level, looking for non-random patterns of unusually large differences.ResultsNon-random, unusual patterns, consistent with contract cheating, were found at the academic discipline-, unit-, and student-level, with approximately 2.1% of students producing multiple unusual patterns.ConclusionsThese findings suggest it may be possible to use existing administrative data to identify assessment items that provide suitable opportunities for contract cheating. This approach could be used in conjunction with targeted problem-prevention strategies (based on situational crime prevention) to reduce the vulnerability of academic assessment items to contract cheating. This approach is worthy of additional research as it has the potential to help academic institutions around the world manage contract cheating; a problem that currently threatens the validity and integrity of tertiary qualifications. (shrink)

‘Contract cheating’ has recently emerged as a form of academic dishonesty. It involves students contracting out their coursework to writers in order to submit the purchased assignments as their own work, usually via the internet. This form of cheating involves epistemic and ethical problems that are continuous with older forms of cheating, but which it also casts in a new form. It is a concern to educators because it is very difficult to detect, because it is arguably (...) more fraudulent than some other forms of plagiarism, and because it appears to be connected to a range of systemic problems within modern higher education. This paper provides an overview of the information and literature thus far available on the topic, including its definition, the problems it involves, its causal factors, and the ways in which educators might respond. We argue that while contract cheating is a concern, some of the suggested responses are themselves problematic, and that best practice responses to the issue should avoid moral panic and remain focussed on supporting honest students and good academic practice. (shrink)

At a time when contract cheating advertisements are proliferating both online and offline, an analysis of their format, wording and approach furnishes critical information for educational providers about the attitudes of international students towards academic honesty. This analysis, in company with the available research literature, points to particular concerns regarding international students, especially those who are undertaking business-related degrees. There is much disquiet on the part of universities generally about the failure of such students to engage in the academic (...) discourse socialisation process and so distancing themselves from the academic community, as well as flaunting academic protocols which uphold the credibility of their university degrees. In light of the challenging nature of contract cheating detection, a comprehensive overview of pedagogical responses is discussed including anti-contract cheating software, the greater use of in-class assessments and a return to more personalised face-to-face classroom teaching. (shrink)

Contract cheating, or plagiarism via paid ghostwriting, is a significant academic ethical issue, especially as reliable methods for its prevention and detection in students’ assignments remain elusive. Contract cheating in academic assessment has been the subject of much recent debate and concern. Although some scandals have attracted substantial media attention, little is known about the likely prevalence of contract cheating by students for their university assignments. Although rates of contract cheating tend to be low, criminological (...) theories suggest that people who employ ghostwriters for their assignments are likely to re-offend, and little is known about re-offence rates in this form of academic misconduct. We combined previously-collected datasets and conducted additional, and previously-unreported, analyses on self-report measures of contract cheating prevalence. We found that few students, on aggregate, ever engaged in contract cheating but this varied substantially among samples. Of those who ever engaged in contract cheating, 62.5% did so more than once. The data also suggested that engagement in contract cheating is influenced by opportunity. These figures may help policy makers, and researchers who are creating contract cheating detection methods, to estimate base rates of contract cheating and the likelihood of re-offence. (shrink)

Student cheating has always been a problem in higher education, but detection of cheating has become easier with technology. As a result, more students are being caught and reported for cheating. While reporting cheating is not a negative, the rippling effects of reported cheating may be felt by some populations more than others. Thus, preventing cheating would be a preferable option for all involved.Identifying those at risk for being reported for cheating is (...) a first step in developing preventive measures. Previous research has attempted to do this through the use of self-report surveys, but such research takes considerable time and resources to conduct and suffers from low response rates and social desirability bias. To address this limitation in existing research, this study links existing data from records of other-reported cheating to university registration data in order to examine 6 cheating risk factors identified in previous research: maturity level, gender, grade point average, major, international student status, and fear of punishment. The results of the study suggest that international and transfer students, particularly those who are male, in high-risk majors, and have lower grade point averages, are in particular need of preventative education. Likewise, those faculty who teach in computer science, engineering and economics majors should do more to educate implement practices to reduce the likelihood of cheating. (shrink)

This paper investigates to what extent laboratory measures of cheating generalise to the field. To this purpose, we develop a lab measure that allows for individual-level observations of cheating whilst reducing the likelihood that participants feel observed. Decisions made in this laboratory task are then compared to individual choices taken in the field, where subjects can lie by misreporting their experimental earnings. We use two field variations that differ in the degree of anonymity of the field decision. According (...) to our measure, no correlation of behaviour between the laboratory and the field is found. We then perform the same analysis using a lab measure that can only detect cheating at the aggregate level. In this case, we do find a weak correlation between the two environments. We discuss the significance and interpretation of these results. (shrink)

Traditional methods of detection may no longer be wholly successful in fully preventing cheating in examinations. New strategies need to be considered and employed to better manage the advancement of technology use for illegitimate purposes. This paper investigates technology used to cheat in examinations, how such cheats are carried out, and how to prevent such methods of cheating. To show the full extent of the progression of cheating over the years, this report also documents some of (...) the traditional methods of cheating. The devices which are used to cheat are investigated to see how they can provide an advantage to those who are taking examinations. (shrink)

Recent events, by making necessary online classes and exams, are raising plagiarism and cheating practices among students. I offer strategies to deal with both issues at the stake. I argue that institutions and educators should not only focus on how to detect bad practices and punishments, but rather on preventing despicable behaviours through the construction of a more sophisticated educational system.

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 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 and separation from the program. Students at fault did not engage in further plagiarism. Between 2011 and 2013, the Masters program sequentially introduced a preventive policy consisting of: intensified research integrity and scientific writing education, a stepwise, cumulative writing process; honor codes; active search for plagiarism in all academic products; and 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. (shrink)

What counts as human rationality: reasoning processes that embody content-independent formal theories, such as propositional logic, or reasoning processes that are well designed for solving important adaptive problems? Most theories of human reasoning have been based on content-independent formal rationality, whereas adaptive reasoning, ecological or evolutionary, has been little explored. We elaborate and test an evolutionary approach, Cosmides' social contract theory, using the Wason selection task. In the first part, we disentangle the theoretical concept of a “social contract” from that (...) of a “cheater-detection algorithm”. We demonstrate that the fact that a rule is perceived as a social contract — or a conditional permission or obligation, as Cheng and Holyoak proposed — is not sufficient to elicit Cosmides' striking results, which we replicated. The crucial issue is not semantic, but pragmatic: whether a person is cued into the perspective of a party who can be cheated. In the second part, we distinguish between social contracts with bilateral and unilateral cheating options. Perspective change in contracts with bilateral cheating options turns P & not-Q responses into not-P & Q responses. The results strongly support social contract theory, contradict availability theory, and cannot be accounted for by pragmatic reasoning schema theory, which lacks the pragmatic concepts of perspectives and cheating detection. (shrink)

This paper considers characteristic views advanced in the past fifteen years that may be considered relatively sympathetic to student practices of cheating on graded assignments or exams. We detect and analyze typical fallacies that are recurrent in articles that promote a revisionist view of cheating as morally permissible. We offer a general, deontological argument that cheating is immoral. The efforts to justify student cheating take several forms. For example, it has been argued that cheating may (...) be tolerated if the student did not intend to cheat, perhaps because of a failure to understand the normal rules or expected procedures. We also argue that student collaboration in graded work constitutes cheating even if the instructor condones such collaboration. In a similar vein, we address the view that student copying is cheating even if the instructor alters the rules to allow such copying. This moral view can be applied to any cheating behavior, we argue. As a specific example, we demonstrate how it can be applied to the pedagogical recommendation that instructors should encourage their students to cheat in order to cultivate student skills in the area of cyber security. We also address the view that student cheating can be justified by situations in which the student believes that he/she is being subjected to an unfair or unethical overall learning environment. (shrink)

We analyze a game between three players: two Athletes and an Inspector. Two athletes compete with each other and both may cheat to increase their chances of victory. The Inspector wishes to detect incidents of cheating, and performs tests on athletes to detect cheating. The test is costly for the Inspector. Both probability of cheating and that of testing decrease as cost of inspection diminishes.

Contract cheating is a major problem in Higher Education because it is very difficult to detect using traditional plagiarism detection tools. Digital forensics techniques are already used in law to determine ownership of documents, and also in criminal cases, where it is not uncommon to hide information and images within an ordinary looking document using steganography techniques. These digital forensic techniques were used to investigate a known case of contract cheating where the contract author has notified the (...) university and the student subsequently confirmed that they had contracted the work out. Microsoft Word documents use a format known as Office Open XML Format, and as such, it is possible to review the editing process of a document. A student submission known to have been contracted out was analysed using the revision identifiers within the document, and a tool was developed to review these identifiers. Using visualisation techniques it is possible to see a pattern of editing that is inconsistent with the pattern seen in an authentic document. (shrink)

People usually fail the Wason selection task, choosing P and Q cases, when attempting to validate descriptive rules having the form “If P, then Q.” Yet they solve it, selecting P and not-Q cases, when validating deontic rules of the form “If P, then must Q.” The field of evolutionary psychology has overwhelmingly interpreted deontic versions of the selection task in terms of a naturally-selected, domain-specific social-contract or cheating algorithm. This work has done much to promote evolutionary psychology as (...) an alternative to a mindblind sociobiology that ignores the computational structure of cognitive mechanisms in producing people's behaviors. Nevertheless, evolution-minded researchers outside cognitive psychology know little of the ample literature challenging this interpretation and uncritically cite the “cheater-detection module” as a key insight into human cognition. Although a priori arguments for a specially evolved cheater-detection module are plausible, the selection task provides no direct evidence for such a module. (shrink)

While there is growing awareness of the existence and activities of Academic Custom Writing websites, which form a small part of the contract cheating industry, how they work remains poorly understood. Very little research has been done on these sites, probably because it has been assumed that it is impossible to see behind their firewalls and password protection. We have found that, with some close scrutiny, it is indeed possible to find some ‘cracks’ in these sites through which we (...) can look to gain insights into the business processes that operate within them. We have reverse engineered the business processes that operate within some of these sites. From this we have also been able to identify three different business models that are supported by these sites. Our analysis supports important findings about how these sites operate that can be used to inform future strategies to detect and deter contract cheating. (shrink)

This paper argues that the inappropriate framing and implementation of plagiarism detection systems in UK universities can unwittingly construct international students as ‘plagiarists’. It argues that these systems are often implemented with inappropriate assumptions about plagiarism and the way in which new members of a community of practice develop the skills to become full members of that community. Drawing on the literature and some primary data it shows how expectations, norms and practices become translated and negotiated in such a (...) way that legitimate attempts to conform with the expectations of the community of practice often become identified as plagiarism and illegitimate attempts at cheating often become obscured from view. It argues that this inappropriate framing and implementation of plagiarism detection systems may make academic integrity more illusive rather than less. It argues that in its current framing – as systems for ‘detection and discipline’ – plagiarism detection systems may become a new micro-politics of power with devastating consequences for those excluded. (shrink)

The idea that cheaters cannot (really) win in sports persists among philosophers, mainly due to the lingering influence of Bernard Suits’ logical incompatibility thesis. In this article I explain why the thesis does not apply to sports. I argue that the question whether cheating can be prohibited in sports is empirical rather than analytic, as is the case for games subject to the thesis. Thus, sports rules do not make cheating impossible and since game officials cannot always detect (...) cheating and punish cheaters, cheating is a part of sports and cheaters sometimes win. Even if advances in technology made it impossible for cheaters to evade detection, since in-game officials will never know whether their attempts to provide restorative justice to those victimized by acts of cheating are successful, and since cheaters exploit this fact, it follows that not only is cheating a part of sports, but it always will be. (shrink)

The idea that cheaters cannot (really) win in sports persists among philosophers, mainly due to the lingering influence of Bernard Suits’ logical incompatibility thesis. In this article I explain why the thesis does not apply to sports. I argue that the question whether cheating can be prohibited in sports is empirical rather than analytic, as is the case for games subject to the thesis. Thus, sports rules do not make cheating impossible and since game officials cannot always detect (...) cheating and punish cheaters, cheating is a part of sports and cheaters sometimes win. Even if advances in technology made it impossible for cheaters to evade detection, since in-game officials will never know whether their attempts to provide restorative justice to those victimized by acts of cheating are successful, and since cheaters exploit this fact, it follows that not only is cheating a part of sports, but it always will be. (shrink)

Contract cheating remains an academic integrity concern in higher education institutions, and scholarly studies in this area have continued to increase. While highly informative systematic literature reviews on contract cheating exist, they have mainly focused on the concept of contract cheating, causal factors, and prevention strategies through detection and punitive measures. To broaden the understanding and study of contract cheating, exploring the research philosophy and theoretical approach underpinning the methodological aspects is essential. This paper aims (...) to identify, synthesize, and critically evaluate methodologies used in the study of contract cheating and provide methodological developments for future research avenues. The findings identify a lack of theoretical foundation, methodological rigour, limited research approaches, data sources, sample diversity, and ethical considerations. Accordingly, the review brings out several methodological implications for data sources, research approaches, type of analysis, and the nature of sample diversity, with special emphasis on the ethical considerations to be aware of when conducting research with sensitive participant groups related to a sensitive research area. (shrink)

Academic misconduct in all its various forms is a challenge for degree-granting institutions. Whilst text-based plagiarism can be detected using tools such as Turnitin™, Plagscan™ and Urkund™, contract cheating and collusion can be more difficult to detect, and even harder to prove, often falling to no more than a ‘balance of probabilities’ rather than fact. To further complicate the matter, some students will make deliberate attempts to obfuscate cheating behaviours by submitting work in Portable Document Format, in image (...) form, or by inserting hidden glyphs or using alternative character sets which text matching software does not always accurately detect.Educators do not tend to think of academic misconduct in terms of criminality per se, but the tools and techniques used by digital forensics experts in law enforcement can teach us much about how to investigate allegations of academic misconduct. The National Institute of Standards and Technology’s Glossary describes digital forensics as ‘the application of computer science and investigative procedures involving the examination of digital evidence - following proper search authority, chain of custody, validation with mathematics, use of validated tools, repeatability, reporting, and possibly expert testimony.’. These techniques are used in criminal investigations as a means to identify the perpetrator of, or accomplices to, a crime and their associated actions. They are sometimes used in cases relating to intellectual property to establish the legitimate ownership of a variety of objects, both written and graphical, as well as in fraud and forgery. Whilst there have been some research articles and case studies that demonstrate the use of digital forensics techniques to detect academic misconduct as proof of concept, there is no evidence of their actual deployment in an academic setting.This paper will examine some of the tools and techniques that are used in law enforcement and the digital forensics field with a view to determining whether they could be repurposed for use in an academic setting. These include methods widely used to determine if a file has been tampered with that could be repurposed to identify if an image is plagiarised; file extraction techniques for examining meta data, used in criminal cases to determine authorship of documents, and tools such as FTK™ and Autopsy™ which are used to forensically examine single files as well as entire hard drives. The paper will also present a prototype of a bespoke software tool that attempts to repurpose some of these techniques into an automated process for detecting plagiarism and / or contract cheating in Word documents.Finally, this article will discuss whether these tools have a place in an academic setting and whether their use in determining if a student’s work is truly their own is ethical. (shrink)

The evolution of reciprocal altruism probably involved the evolution of mechanisms to detect cheating and remember cheaters. In a well-known study, Mealey, Daood, and Krage (1996) observed that participants had enhanced memory for faces that had previously been associated with descriptions of acts of cheating. There were, however, problems with the descriptions that were used in that study. We sought to replicate and extend the findings of Mealey and colleagues by using more controlled descriptions and by examining the (...) possibility of enhanced altruist recognition. We also examined whether individual differences in cheating tendencies were related to cheater and altruist recognition. In the first experiment, 164 undergraduates saw 40 faces that were paired with character descriptions representing the categories of cheater, trustworthy, altruist, or neutral, for individuals who had either low or high social status. One week later participants reported which faces they recognized from the previous week (among 80 faces). Overall, the results failed to replicate the findings of Mealey and her colleagues, as there was no enhanced memory for cheaters. In addition, there was no enhanced memory for altruists, and no effect of participants’ cheating tendencies. A second experiment using a slightly different methodology produced similar results, with some evidence for enhanced memory for altruists. (shrink)

Detection of genuine altruists could be a solution to the problem of subtle cheating. Brown et al. (Evol Psychol 1:42–69, 2003) found that humans could detect altruists using nonverbal cues. However, their experiments can be improved upon in several ways, and further investigation is needed to determine whether altruist-detection abilities are human universals. In our experiment, we used video clips of natural conversations as the stimulus. We asked a sample of Japanese undergraduates to rate their own level (...) of altruism and then to estimate the videotaped targets’ altruism using the same scale. The perceivers were able to estimate the targets’ altruism levels accurately. Perceivers’ altruism score did not affect their ability to discriminate between altruists and non-altruists. Perceivers’ impressions of the altruist and non-altruist targets were also found to be different. Coding of nonverbal behavior of the targets revealed that altruists exhibited more “felt smiles” than non-altruists, which also supports the results of the previous study. (shrink)

Only a small proportion of academically dishonest students ever receive an official report of academic dishonesty, and the sociology of deviance literature is ripe with studies illustrating disproportionalities in detecting, policing, and prosecuting crimes. This study addresses the degree to which disproportionalities exist in the application of relatively few official sanctions levied upon students for academic dishonesty. I compared the demographics of those who have been reported for cheating with those of an entire undergraduate student body and of self-reported (...) cheaters in the literature. I found that international students are much more likely than domestic students to get reported. (shrink)

This study explores academic dishonesty within higher education, with a particular focus on the perspectives of the Arab ethnic community in Israel. Through in-depth interviews involving 38 students, the research unveils three overarching themes: (a) “Academic dishonesty as a social norm” illuminates the prevalent acceptance of cheating driven by moral justifications, emphasizing the crucial role of perceived low likelihood of detection and inconsistencies in enforcing academic standards in a multicultural context, (b) “Rationalizations for academic dishonesty and coping with (...) minority status,” explores how overwhelming academic demands, familial and social pressures, and collaborative support networks contribute to unethical behavior, and (c) “Erosion of academic effort,” elucidates the connection between uninspiring teaching methods and the derision of less committed peers, contributing to plagiarism. These findings contribute to a culturally understanding of academic dishonesty. Practically, recognizing specific groups’ challenges with academic dishonesty can inform instructors and administrators, aiding effective strategies to promote integrity. (shrink)

The Protestant Work Ethic is a powerful force in Western culture with far reaching effects on our values and judgments. While research on PWE as a cultural value is abundant in diverse disciplines, little research has explored how this cultural value facilitates the use of heuristics when evaluating the morality of others. Using both PWE and illusory correlation as foundations, this paper explores whether people attribute positive moral characteristics to others merely based upon a description as hardworking. Three experiments suggest (...) merely being described as hardworking leads to perceptions of greater honesty, a more careful and detailed approach to one’s work, accompanied by a lesser likelihood of engaging in cheating behavior and a greater likelihood of accountability. These results have implications regarding the detection of deviant/fraudulent behavior. (shrink)

Although there is much discussion exploring the potential causes of plagiarism, there is limited research available which provides evidence as to the academic interventions which may help reduce this. This paper discusses a bespoke English for Academic Purposes programme introduced at the university level, aimed at improving the academic writing standards of students, reducing plagiarism, and detecting cases of contract cheating. Results from 12 semesters of academic misconduct data demonstrate a 37.01% reduction in instances of detected plagiarism following the (...) intervention, but due to limited data, cannot demonstrate a direct impact on reducing detected rates of contract cheating. The results also show a lower than expected proportion of plagiarised assignments among submissions. (shrink)

This research aimed to identify patterns, intellectual structure, contributions, social interactions, gaps, and future research directions in the field of academic integrity (AI). A bibliometric analysis was conducted with 1406 publications covering the period 1966–2023. The results indicate that there has been significant growth in AI literature over the last decade. The most influential publications focused on academic integrity violations such as cheating, plagiarism, and academic misconduct. The largest contribution to the field has come from journals that publish specifically (...) on ethics and academic integrity. Studies in the historical origins of the field have focused on students’ cheating behavior. The thematic structure of the field has focused on academic integrity and its violations, cheating, academic dishonesty, academic integrity in the context of online education, research ethics, and research on the detection of academic violations. The trending topics in the field are academic dishonesty, especially plagiarism and cheating, and online education. The UK, USA, Canada, and Australia have been the most collaborative and productive. More research is needed to address the AI field in the context of new developments. (shrink)

The increased incidences of academic misconduct in universities are compromising the reputation of higher education in Australia and increasing the work of academics responsible for the delivery of quality learning outcomes to students. Confronted with increasing instances of academic dishonesty in university classrooms, universities play a pivotal role in ensuring their academic staff are well-equipped with academic integrity knowledge. It is therefore important to understand academic staff perspectives about the training their workplaces could provide them on academic integrity. Specifically, this (...) qualitative case study explores the opinions and perceptions of sessional or casual university academic staff on what content they would like to know about academic integrity, and how this knowledge could best be delivered to them. The study found that participants were genuinely interested in furthering their understanding of academic integrity issues, particularly in the areas of contract cheating, effective use of plagiarism detection tools, and developing a toolkit of skills that they could use to detect and deter plagiarism. In terms of the delivery of academic integrity training programs, webinars and orientation sessions were suggested as effective delivery mechanisms. Imparting knowledge about the content areas through the identified delivery mechanisms could enhance teaching faculty’s understanding of student academic dishonesty and how to curb this behaviour proactively. (shrink)

This paper presents a cross-sectional study that demonstrates how King Abdulaziz University has responded to the lockdown imposed by the Ministry of Education in Saudi Arabia due to the Covid-19 pandemic. The purpose of this study was to examine the perceptions of students and faculty towards assessment that had to take place online due to physical or social distancing rules and lockdowns. A descriptive mixed-method study was conducted with two different self-administered questionnaires that were developed for students and faculty, respectively. (...) A total of 547 responses were received from undergraduate students and 213 from faculty. The main finding suggests the need for a multilevel approach to the problems of cheating and plagiarism, including raising student awareness and ethics, training teachers to detect cheating methods, and institutions activating their code of practice and applying severe sanctions on those who engage in such practices. (shrink)

Dominance hierarchies are ubiquitous in the societies of human and non-human animals. Evidence from comparative, developmental, and cognitive psychological investigations is presented that show how social dominance hierarchies shaped the evolution of the human mind, and hence, human social institutions. It is argued that the pressures that arise from living in hierarchical social groups laid a foundation of fundamental concepts and cognitive strategies that are crucial to surviving in social dominance hierarchies. These include recognizing and reasoning transitively about dominance relations, (...) fast-track learning of social norms (permissions, prohibitions, and obligations), detecting violations of social norms (cheating), monitoring reciprocal obligations, and reading the intentions of others. (shrink)

The analysis of so-called ?strategic intentional fouls? (SIF) as well as the discussion of their validity in the normative systems of sports have a long track record. These fouls can be characterised as rule violations committed in order to be detected and which accept the corresponding sanction. However, there is an additional goal of obtaining an advantage or subsequent benefit in the competition. In fact, this practice is not infrequent and it is even occasionally accepted by the players themselves, referees, (...) judges, sports authorities and spectators. In this work I have analysed the internal structure of SIFs (the features of an axiological gap and a ?special intention?) with a view to providing a deeper understanding and stressing the differences with closely related concepts: cheating, and especially fraus legis or what in Anglo-Saxon culture is called ?spoiling the game?. Finally, I try to show some difficulties in distinguishing SIF from gamesmanship. (shrink)

When students experience unfairness and normlessness in their academic environment, it exemplifies the concept of social anomie. where students may justify dishonest actions such as exam cheating, plagiarism, and others. Academic honesty, a crucial moral characteristic, fundamentally relies on values, rules, and social norms. Against this backdrop, we conducted a mixed-methods study to capture students’ perspectives on academic dishonesty and social anomie. The current study questions investigate the levels of social anomie and academic dishonesty and the correlation between them (...) based on some variables. A sample consisted of 831 male and female students from one public university located in the middle part of Jordan. Data collection involved the use of multidimensional measures that captured various dimensions of social anomie (meaninglessness, distrust, and moral decline) and different behaviors of academic dishonesty (exam cheating, plagiarism, outside help, prior cheating, falsification, and lying about academic assignments). And to enhance generalizability and minimize selection bias, a qualitative data collection methodology was employed, with twenty-one male and female students randomly invited to participate. The findings reveal that the students exhibited a medium level of social anomie, indicating a notable presence of normative challenges in their academic environment. However, the level of academic dishonesty was relatively lower, suggesting a general adherence to ethical standards among the participants. Moreover, a positive correlation between social anomie and behaviors of academic dishonesty was observed, suggesting a link between the two constructs. It is worth noting that the results of the current study demonstrated consistency in the mixed-method approach used for data collection. Regarding gender differences, no significant variations were detected in the levels of social anomie among students. However, significant differences emerged in academic dishonesty, with higher levels reported among male students compared to their female counterparts. In terms of academic specialization, disparities in social anomie levels were evident, with students from humanities exhibiting higher levels compared to other specializations. Additionally, specific forms of academic dishonesty, namely falsification and unauthorized assistance, showed significant differences based on academic specialization, with higher levels reported among students from humanities. Interestingly, no significant differences were found in the levels of academic dishonesty based on academic level. This suggests that academic dishonesty may persist across different stages of university education. However, it is important to note that the study focused on a specific university setting and may not fully represent other educational contexts. (shrink)

Are risk-takers more likely to engage in unethical behaviors? We examined the relationship between risk-taking propensity and cheating in two experimental studies. In Study 1, we examined the relationship between subjects’ risk-taking propensity and their actual self-serving dishonesty using a gambling-like task. The results suggested that risk-taking propensity, measured using a behavioral approach, was positively correlated with actual self-serving dishonest behavior. In Study 2, we measured participants’ performances using a matrices test and found that the positive correlation still held. (...) We found that participants with high risk-taking propensity reported a lower perceived probability of being detected, which might drive their dishonest behavior. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:VIOLENT MEMES AND SUSPICIOUS MINDS: GIRARD'S SCAPEGOAT MECHANISM IN THE LIGHT OF EVOLUTION AND MEMETICS Guömundur Ingi Markússon Reykjavik, Iceland The present article is an attempt to bring mimetic theory into dialogue with certain evolutionary approaches to human culture, i.e., evolutionarypsychology and memetics. That which immediately suggests a consonance between these approaches is a shared concern for the fundamental aspects ofhuman culture, or "fundamental anthropology." My discussion aims at (...) reconsidering Girard's startling insight concerning the significance of scapegoating in the formation of human culture, ritual and myth—or, in short, his concept of the scapegoat mechanism. Two alternative approaches will be explored: (1) On the basis of evolutionary psychology, scapegoating is considered as a cognitive side-effect; (2) with reference to memetics, it is suggested that the scapegoat mechanism is a memetic parasite. The former account is an interpretation ofPascal Boyer's ideas about group mentality and fundamentalist violence in his recent book ReligionExplained(2001). The latter consideration is inspired byTerrence W. Deacon's concept of language evolution and symbolic reference in his book The Symbolic Species (1997). It should be emphasized at the outset that neither Boyer nor Deacon are concerned with scapegoating and, needless to say, the application and interpretation oftheir ideas is entirely my own. 1. The Scapegoat Mechanism as a Cognitive Side Effect The following is an attempt to formulate a cognitive account of scapegoating based on Pascal Boyer's ideas about fundamentalism (2001, 292ff). Guömundur Ingi Markússon89 1.1. The Coalitional Reasoning ofthe Social Mind Boyer's theory of religion is firmly rooted in evolutionary psychology (2001, 118, passim)} A key concept in evolutionary psychology is the environment ofevolutionary adapteäness (EEA) which is centered around the claim that our cognitive apparatus evolved in response to ecological problems faced by our ancestors in the Pleistocene period (which lasted from ca. 2 million-10,000 years ago). In other words, the cognition of modern humans is geared to the ancestral environments of our huntergatherer past. The key issue in evolutionary psychology is to gain insight into the adaptive problems faced by our ancestors, and figure out the necessary cognitive capabilities needed to solve them. The resulting models of how the mind works can then be tested experimentally. Evolutionary psychologists also emphasize the áomain specificity of our psychological mechanisms, i.e., in simple terms, that our mind is a collection of specialized mechanisms wrought by natural selection to deal with specific features of our environment, such as detecting predators, keeping track of social relations, etc. In Boyer's account, the mixed stock of our evolutionary heritage includes a complex array of psychological mechanisms for keeping track ofa wide spectrum ofsocial relations, the social mina (2001, 122). An essential aspect of our social intelligence is "intuitive psychology" or a "theory of mind," i.e., seeing others as intentional agents, realizing what they are up to, what their beliefs and desires are, being able to predict their behavior, etc. According to evolutionary psychologists we are adapted for social exchange. We easily calculate the costs and benefits of our interactions with others. Experiments have shown that logical problems are much more transparent to people when presented as social exchange problems. In such cases, the logical rule in question is restated as a "check for cheaters" rule, i.e., the problem is to figure out whether people respect social conventions or not. Evolutionary psychologists interpretthese results to the effect that our cognition is geared to evaluate social exchange, and we have evolved a disposition to check for cheaters in social exchange situations (2001, 124f; Cosmides 1989; Cosmides & Tooby 1992).2 1 On evolutionary psychology, see Barkow et al. and Laland and Brown (ch. 5). 2 Cosmides, one of the pioneers of evolutionary psychology, characterizes "check for cheaters" thus: "cheating can be defined as the violation of a rule established, explicitly or implicitly, by acceptance ofa social contract. A social contract relatesperceived benefits to 90Violent Mêmes and Suspicious Minds Evaluation oftrust is essential to human interaction: "That humans depend on cooperation creates strategic problems, where the value (the expected benefit) of a particular move depends on whether someone else makes a particular move...." (2001, 125... (shrink)

Studies of academic dishonesty typically rely on potentially inaccurate self-reports or on actual behavior during less realistic tasks. Eliminating the drawbacks of such approaches, we assessed cheating during completion of actual coursework via electronic records of online behavior. Thirty-six college students completed unproctored, online quizzes. The majority of students responding to a follow-up questionnaire reported that they never considered consulting online sources during the quizzes. Computer logs reveal that although some students accessed relevant online information during the quizzes, many (...) did not: 6 instances over 72 quiz attempts are attributable to 3 or 4 individuals. Although online environments may offer more opportunities for academic dishonesty, electronic records of online activity provide a valuable and objective means of detecting such dishonesty. (shrink)

In nursing, expectations of honesty and integrity are clearly stipulated throughout professional standards and codes of conduct, thus the concept of academic integrity has even more impetus in preparing students for graduate practice. However, a disparity between policy and practice misses the opportunity to instil the principles of academic integrity, and at its core honesty, a pivotal trait in the nursing profession. This study draws upon the experience of the nursing faculty to explore how academic integrity policy of deterrence operate (...) in nursing education.While participants deplored cheating behaviours, they expressed frustration in having to ‘police’ large numbers of students who had little awareness of the academic standards to meet policy requirements. In addition, they were cynical because of a perceived lack of severity in sanctions for students who repeatedly breached integrity. Participants expressed a moral obligation as educators to meet student learning needs and preferred to engage with students in a more meaningful way to uphold academic integrity. The ambivalence to detect and report breaches in integrity undermines the effectiveness of policy. Therefore, faculty must recognise the importance of their role in detecting and escalating cases of dishonesty and execute deterrence in a more consistent way. To do this, greater support at an institutional level, such as smaller class sizes, inclusion in decision making around sanctions and recognition of additional workload, will enable faculty to uphold policy. Although policing was not their preferred approach, the role of faculty in detecting and reporting cases of misconduct is crucial to increase the certainty of students getting caught, which is essential if policy is to be effective in deterring dishonest behaviour. (shrink)

ABSTRACTHumans are cognitive misers because their basic tendency is to default to processing mechanisms of low computational expense. Such a tendency leads to suboptimal outcomes in certain types of hostile environments. The theoretical inferences made from correct and incorrect responding on heuristics and biases tasks have been overly simplified, however. The framework developed here traces the complexities inherent in these tasks by identifying five processing states that are possible in most heuristics and biases tasks. The framework also identifies three possible (...) processing defects: inadequately learned mindware; failure to detect the necessity of overriding the miserly response; and failure to sustain the override process once initiated. An important insight gained from using the framework is that degree of mindware instantiation is strongly related to the probability of successful detection and override. Thus, errors on such tasks cannot be unambiguously attributed to miserly processing – and corre... (shrink)

The present study was designed to explore the performance costs of negative emotional stimuli in a vigilance task. Forty participants performed a vigilance task in two conditions: one with task-irrelevant negative-arousing pictures and one with task-irrelevant neutral pictures. In addition to performance, we measured subjective state and frontal cerebral activity with near infrared spectroscopy. Overall performance in the negative picture condition was lower than in the neutral picture condition and the negative picture condition had elevated levels of energetic arousal, tense (...) arousal and task-related thoughts. Moreover, there was a significant relationship between the impact of the negative pictures on tense arousal and task-related thoughts and the impact of the negative pictures on performance . These results provide support for indirect cost models of negative emotional stimuli on target detection performance. (shrink)

In this article, 41 models of covariation detection from 2 × 2 contingency tables were evaluated against past data in the literature and against data from new experiments. A new model was also included based on a limiting case of the normative phi‐coefficient under an extreme rarity assumption, which has been shown to be an important factor in covariation detection (McKenzie & Mikkelsen, 2007) and data selection (Hattori, 2002; Oaksford & Chater, 1994, 2003). The results were supportive of (...) the new model. To investigate its explanatory adequacy, a rational analysis using two computer simulations was conducted. These simulations revealed the environmental conditions and the memory restrictions under which the new model best approximates the normative model of covariation detection in these tasks. They thus demonstrated the adaptive rationality of the new model. (shrink)

Research suggests that the mind contains a set of adaptations for detecting alliances: an alliance detection system, which monitors for, encodes, and stores alliance information and then modifies the activation of stored alliance categories according to how likely they will predict behavior within a particular social interaction. Previous studies have established the activation of this system when exposed to explicit competition or cooperation between individuals. In the current studies we examine if shared political opinions produce these same effects. In (...) particular, if participants will spontaneously categorize individuals according to the parties they support, even when explicit cooperation and antagonism are absent, and if party support is sufficiently powerful to decrease participants’ categorization by an orthogonal but typically-diagnostic alliance cue . Evidence was found for both: Participants spontaneously and implicitly kept track of who supported which party, and when party cross-cut race—such that the race of targets was not predictive of party support—categorization by race was dramatically reduced. To verify that these results reflected the operation of a cognitive system for modifying the activation of alliance categories, and not just socially-relevant categories in general, an identical set of studies was also conducted with in which party was either crossed with sex or age . As predicted, categorization by party occurred to the same degree, and there was no reduction in either categorization by sex or by age. All effects were replicated across two sets of between-subjects conditions. These studies provide the first direct empirical evidence that party politics engages the mind’s systems for detecting alliances and establish two important social categorization phenomena: that categorization by age is, like sex, not affected by alliance information and that political contexts can reduce the degree to which individuals are represented in terms of their race. (shrink)