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BEHP 5003 > Unit 5 > Flashcards

Unit 5 Flashcards

1
Q

Behavioral contingency

A

A relationship between responses and the

environmental events preceding and following them.

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2
Q

The three term contingency

A

Antecedent and consequent contingencies that are

involved in the process of conditioning or learning.

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3
Q

Experimenting

A

• Control the factors whose effects are under study
(IV), as well as all of the other factors that are not of
interest but that might affect how clearly these effects
are seen (extraneous variables).
• Manage procedures for accurately measuring the
targeted behavior (DV) to see if it changes as the
independent variable condition is systematically
presented or terminated.
• The researcher’s behavior should come under the
control of the subject matter (behavior).

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4
Q

Scientific method

A

“The established practices of scientific communities
that have evolved over time because of their
effectiveness in studying natural phenomena.”

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5
Q

Independent variable

A

“Environmental event or events whose presence or
absence is manipulated by the investigator in order to
determine their effects on the dependent variable.”

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6
Q

Dependent variable

A

“In behavioral research, usually a response class.”

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7
Q

Extraneous variable

A

“Environmental events that are not of interest to the
researcher but that may influence the participant’s
behavior in ways that obscure the effects of the
independent variable.”

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8
Q

Results of scientific activities

A
  • Facts
  • Empirical generalizations
  • Laws of nature
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9
Q

Researchers

A

Try to identify empirical generalizations about the
relationship between behavior and the environment
by arranging special conditions designed to answer
experimental questions.

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10
Q

Practitioners

A

Focus on changing an individual’s behavior in
targeted ways that solve problems in everyday living
faced by the individual and others.

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11
Q

Characteristics of behavior

A

• A biological phenomenon (occurs only at the level
of individual organisms).
• It involves movement.
• Results from interactions between the organism
and its environment and is therefore not a part of
or possessed by the organism.
• Must have some impact on the environment.

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12
Q

Environment

A

“The complex of physical circumstances in which the
organism or referenced part of the organism exists.
This includes any physical event or set of events that
is not part of a behavior and may include other parts
of the organism.”

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13
Q

Natural scientific approach to studying

behavior

A
  • Direct measurement
  • Controlled experimentation
  • Focus on studying behavior for its own sake
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14
Q

Behavior

A

“That portion of an organism’s interaction with its
environment that involves movement of some part of
the organism.”

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15
Q

Intraorganism

A

“A reference to the individual organism as a level of

analysis.”

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16
Q

Unit of analysis (response class)

A

“A constituent part of a whole phenomenon that
serves as a basis for experimental study. In the study
of behavior, the unit of analysis is the response class.”

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17
Q

Response

A

“A single instance of a response class.”

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18
Q

Response class

A

“A collection of individual responses that have
common sources of influence in the environment.
Also called a behavior.”

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19
Q

Goal of developing and phrasing

experimental questions

A

Developing a question whose subsequent
experiment will generate data more revealing and
useful than produced by any other previous
question

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20
Q

Considerations in choosing a response class

A
  • Compatibility with procedures
  • Sensitivity to independent variable
  • Influence by extraneous variables
  • Dimensional quantities
  • Measurability
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21
Q

Most important role of the experimental

question

A

Guiding the selection of the independent variable(s).

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22
Q

Types of response definitions

A

Topographical and functional

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23
Q

Topographical response definition

A 
“A definition of a response class based on the form of
responses in three-dimensional space.”
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24
Q

Steps in writing a topographical response

definition

A

Identify why it is necessary to define the behavior in

terms of the form that each individual response takes.

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25
Functional response definition
``` “A definition of a response class based on the functional relations between its responses and classes of antecedent and consequent environmental events.” ```
26
``` Adding a temporal requirement to a response class definition ```
• The time between the presentation of a stimulus and the occurrence of the target behavior (latency). • The time requirement to complete a response (duration). • The amount of time that must occur between successive responses (IRT)
27
Response products
“The tangible or intangible environmental effects of responding that are more than transitory in duration.”
28
Episode
“A relatively brief period of responding defined by the relatively frequent occurrence of one or more specific response classes and which is distinguished from other such bouts by relatively extended periods in which the target responses do not occur.”
29
Objectives of data analysis procedures
• Modify initial decisions as the experiment proceeds • Identify and describe data that answer the question • Discover unanticipated relationships
30
Risks in interpreting response product data
* Determining authorship * Assuring 1:1 correspondence * Lack of contact with topography
31
Types of group response class definitions
* Collective, equivalent, interactive * Collective, equivalent, noninteractive * Collective, nonequivalent
32
Steps in defining a response class
• Consider the characteristics of the behavior • Decide on the type of definition needed • Compose a written draft definition • Try out the draft definition by using it to measure responding. Modify as necessary and try out the modifications. • Determine how the definition will guide measurement procedures. • Start the experiment or intervention but be ready to modify the definition further if necessary.”
33
Description
“Attaching a number to an event to distinguish it | from other events.”
34
Comparison
“Using descriptions of multiple individual events to | identify differences among them.”
35
Prediction
“Making repeated descriptions of an event taken over time in order to predict the outcome of a future measurement.”
36
Requirements for setting up human | observation
• Determine task requirements that observers will have to meet. • Consider how observer demands can be minimized. • Select and recruit observers • Design and implement observer training program • Establish procedures for evaluating observer performance
37
Guidelines to minimize the problems associated with discontinuous measurement procedures
• Interpreting the data with respect to its limitations • Using discontinuous measurement only when continuous observation is not possible • Limiting the amount of non-observation time during sessions.
38
Absolute unit
“A unit of measurement whose value is defined I a fixed or unvarying manner independently of the phenomenon being measured.”
39
Direct measurement
“Measurement practices in which the events measured are the same as those about which conclusions will be drawn.”
40
Indirect measurement
“Measurement practices in which the events measured are not the same as those about which conclusions will be drawn.”
41
Complete observation
“A schedule of observation that allows detection of | all responses in the defined class.”
42
Incomplete observation
“A schedule of observation that samples from the | population of responses in the defined class.”
43
Continuous observation
“Observation procedures in which all target responses can be detected during observation periods.”
44
Observed values
“Values resulting from observation and recording | procedures used to collect the data for a study.”
45
Discontinuous observation
“Observation procedures in which all target responses are not necessarily detected and recorded.”
46
True values
“Values resulting from special observation and recording procedures that are somewhat different from those used to collect the data being evaluated and that involve special efforts to minimize error.”
47
Accuracy
“The extent to which observed values approximate | to events that actually occurred.”
48
Procedure for assessing accuracy
Obtain true values and compare with observed | values
49
Reliability
“The stability of the relationship between observed | values and the events that actually occurred.”
50
Procedures for assessing reliability
• Obtain true values and compare with observed values • Present observer with sample sample multiple times.
51
Validity
“The extent to which observed values represent the events they are supposed to represent and that will be the focus of interpretation.”
52
Procedures for assessing validity
• Arrange for direct measures of target behavior on a periodic basis • Collect corroborative evidence consistent with assumptions of validity
53
Interobserver agreement
“A procedure for enhancing the believability of data that involves comparing simultaneous but independently observations from two or more observers. Provides no information about accuracy or reliability.”
54
Procedures for determining interobserver | agreement
• Select and train primary and secondary observers • Set up independent observation procedures • Select agreement formula and calculate agreement
55
Behavioral variability
“Variations in features of responding within a single response class, as well as variations in summary measures of that class.”
56
Levels of summarizing variability
• Displaying the distribution of individual responses over time • Displaying summaries of response measures of each observation period • Displaying summaries of response measures across multiple observation periods.
57
Functions of behavioral variability
• Motivates and guides researcher curiosities • Guides decision-making as a study proceeds • Provides the foundation for interpreting experiments.
58
Experimental design
“Arrangement of control and treatment conditions that permit comparisons that help to identify the effects of the independent variable on the dependent variable.”
59
Within-subject design
“A method of arranging comparisons between control and experimental conditions in which each subject is exposed to both control and experimental conditions in sequence so that the data represent the performance of individual participants.”
60
Steady-state strategy
“An approach to making experimental comparisons that involves measuring responding for each participant repeatedly under each condition in an effort to assess and manage extraneous influences and thereby obtain a stable pattern of responding that represents the full effects of each condition.”
61
Steady state
“A pattern of responding that shows relatively little variation in its measured dimensional quantities over some period of time.”
62
Transition state
“A pattern of responding involving change from one | steady state to a different steady state.”
63
Transitory state
“A pattern of responding involving a deviation from a steady state that ends in a return to the same steady state.”

BEHP 5003 (7 decks)

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