Committee Chair

Metzger, Richard L.

Committee Member

Weathington, Bart L.; Ourth, Lester Lynn

Department

Dept. of Psychology

College

College of Arts and Sciences

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

The informed consent process is an important criterion for all research studies. However, researchers rarely ask or even consider how many participants truly understand the informed consent information and their research rights. Currently, researchers base a participant’s ability to understand informed consent information and research rights on age. In the present study it was hypothesized that cognitive development is a predictor of ethical knowledge. Accordingly, it was argue d that a participant’s ability to understand informed consent and research rights should not be based on a participant’s age but instead on the participant’s cognitive development. Students at the University of Tennessee at Chattanooga completed the Inventory of Piaget’s Developmental Tasks and the Research Participants Bill of Rights measurement. Results demonstrated a positive correlation between cognitive development and ethical knowledge. Upon running a multiple regression, it was found that cognitive development is a predictor of ethical knowledge.

Degree

M. S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science.

Date

12-2008

Discipline

Psychology

Document Type

Masters theses

DCMI Type

Text

Extent

vi, 29 leaves

Language

English

Rights

https://rightsstatements.org/page/InC/1.0/?language=en

License

http://creativecommons.org/licenses/by-nc-nd/3.0/

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Included in

Psychology Commons

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