Week 5 Chapter 4 Questions FA 2023

2 Name:_________________________ Date:__________________________ Professor Southwick Foundations of Learning and Behavior Analysis Questions Week 5 Methodology and Philosophy: Research Methods Directions: Answer each question in complete sentences, typed. Page numbers are provided. 1. What are the two main goals (or values) of science? (47) 2. Identify the three goals of behavior analysis as a science: (47) a…. b… c… 3. Define each of the following concepts: (48) a. Dependent variable b. Independent Variable 4. Baseline (50) a. Define it: b. Give an example: 5. Define each of the following concepts: (52) a. Behavior skills training b. Multiple baseline Vernisha Wilson 9/27/23 To save the world and to understand the world. Find out what the cause and effect is. What's the result. What's the idenpendent and dependent variable A measure of the participants behavior The variable the experimenter systematically manipulates to influence the dependent variable. The phase of an experiment or intervention where the behavior is measured in the absence of an intervention. During baseline, Dawn reported that she’d been smoking and her carbon monoxide levels confirmed it. Then on day 5, she started getting the dollar reinforcers when she hadn’t smoked. Instructions, modeling, practice and feedback. An experimental design in which the replications involve baselines of differing durations and interventions of differing starting times

6. Describe an experiment that illustrates behavior skills training and multiple baseline design. (51-52) 7. Operational definition (53) a. Define it: b. Give an example: 8. Interobserver agreement (53) a. Define it b. Provide an example: 9. What is the advantage of single subject vs. group design? (53-54) 10. Experimental group (54) a. Define it: b. Provide an example: 11. What is the function of a control group? (54) 12. Social Validity (58) a. Define it: b. Give an example: 13. Define and give an example of single subject and of group experimental design. (54-55) 14. Single subject design (55) a. Define it: Sid did BST with each of his students individually on each of the following individual skills: how to ask questions, how to answer questions, and how frequently and when to smile. He recorded questions for two sessions, answers for four, and smiles for six, because he wanted to make it real clear that it was his BST that caused the improvement in Joe’s dependent variable, not just some weird coincidence. An explicit definition that makes it possible for two or more observers to identify the same behavior when it occurs. Sid provided operational definitions of each of the types of behavior they’d record and gave examples and non-examples to his research assistants. If asked about experience, an appropriate answer would include academic and/or work experience relevant to the skills needed for the job or grad school. Appropriate posture would not only include the participant’s back against the chair but also their not fidgeting Agreement between observations of two or more independent observers. Sid measured their interobserver agreement. He did this by computing how often the two assistants agreed in their observations divided by their total number of observations. This way Sid could assess the reliability. A group of participants exposed to the presumed crucial value of the dependent variable. The experimental group is the group that gets the special intervention. each infant in the experimental group got the presumed reinforcer of the milk, contingent on head turning. the control group is the group that does not get the special intervention. The CG is important, because a comparison between the experimental group and the control group shows whether the experimental intervention really was crucial to the results obtained Single subject design allows researcher to get individualized results from each participant by measuring each of their performances. With group design we are comparing group averages. Individuals serve as their own controls. The goals, procedures, and results of an intervention are socially acceptable to the client, the behavior analyst, and society.

a. Define it: b. Give an example: 20. Explain why the reversal design can be better than a simple baseline design. (57) 21. Define and give an example of the following research designs: a. Changing criterion (58) b. Alternating treatments (59) 22. What are two advantages of the alternating treatments design? What is a disadvantage? (59) 23. Experimental interaction (60) a. Give an example: 24. Control condition (61) a. Define it: b. Give an example: c. Explain why it is important, using your example. 25. External validity (61) An experimental design in which we reverse the intervention and baseline conditions to assess the effects of those conditions. Mae’s teachers gave the children toys only when they asked for them using color-noun combinations. During this reversal to the baseline condition, the children got snacks and materials regardless of whether they used a noun alone or a color-noun combination. The reversal design provides more convincing evidence than the simple baseline (or AB) design that the intervention is responsible for the change. An experimental design in which the replications involve interventions with criteria of differing values. So, for each day you don’t exercise for 10 consecutive minutes, you lose $5. After a few weeks of consistent performance at around 10 minutes a day, 5 days a week, you up the minimum criterion to 20 minutes a day and so on. An experimental design in which the replications involve presenting different values of the independent variable in an alternating sequence under the same general conditions or in the same experimental phase, while measuring the same dependent variables. The experimenters did their research by implementing the three different procedures, in three different 30- minute training sessions, all three on each day of training. In other words, within each day, they alternated between the three experimental conditions — visual screening, gentle teaching, and baseline advantages: The participant is the same during all treatments. The conditions of the treatment are essentially the same. disadvantage: Experimental interactions cannot be ruled out. A condition not containing the presumed crucial value of the independent variable. Suppose you’ve been reinforcing sentence reading with your warm smiles. During the control condition, stop smiling awhile and see what happens to the frequency of reading. Does it remain unchanged? the advocates of gentle teaching might argue that gentle teaching would have been much more effective if the experimenters had not also exposed David to the punishment contingency involving visual screening. this will tell you if the crucial value is what had an effect.

a. Define it: b. Give an example: 26. What is the difference between internal and external validity? (61) 27. Identify the three goals of behavior analysis as a science. (62) 28. Discuss the role of correlation and experimentation in achieving the three goals of behavior analysis (62-63). 29. Discuss the Hart and Risley research in terms of the three goals of behavior analysis and the role of correlation and experimentation (62-64). The extent to which the conclusions of an experiment apply to a wide variety of conditions. Skinner put a small number of simple rats in a small number of simple Skinner boxes, along with a small number of simple behavioral contingencies. He discovered a small number of simple behavioral principles and concepts. Over the next 80-some years, a few thousand behavior analysts, both scientists and practitioners, discovered that those simple principles and concepts applied to essentially all endeavors of the human and the nonhuman animal. Internal validity examines whether the study design, conduct, and analysis answer the research questions without bias. External validity examines whether the study findings can be generalized to other contexts. to be able to describe events, to be able to predict events (for which we only need a correlation), and to be able to control events (for which we need experimentation) 30-million-word gap, the gap in words heard by age 3, between the number of kids from low- income families and high-income families. So famous that, back in the day, even President Obama knew about it and said, “By the time she turns 3 years old, a child born into a low-income home hears 30 million fewer words than a child from a well-off `11 what else could it be if it’s not the word gap — The experimenters need to be in charge of how many words are spoken to each kid to be sure it’s not one of those other variables that determines the kids’ third-grade reading ability.