An attempt was made to see what effect implementation of ethical guidelines would have on cognitive and affective data collected in a classroom setting. A total of 126 graduate and 90 undergraduate male and female subjects were assigned randomly to six treatment groups. The six groups were provided different levels of information on a continuum from no information to full disclosure of the purpose and expectations of the research. Measures were taken on a cognitive task and an affective instrument. The data among all treatment groups yielded nonsignificant differences indicating no treatment effects. This is contrary to much of the published literature. The data indicate that implementation of ethical guidelines in a classroom setting may have no effect on the internal validity of similar research being conducted. (Author)