Observer recorder error as affected by different tasks and different expectancy inducements

Four experiments were designed to investigate the effects of systematic observer/recorder error on experimental results where experimenters had been induced to expect certain results. In the first experiment, experimenters were induced to expect certain outcomes for three different tasks. No observer error nor experimenter-effects were observed. Postexperimental interviews indicated some suspiciousness as well as failure to understand the hypotheses on the part of experimenters. In the second experiment expectancies were induced in observers who did not act as experimenters. No observer effects were noted, and again postexperimental interviews indicated manipulation failure. In the third experiment experimenters were asked to attempt to influence subjects' responses. Three tasks were used, but in two of these tasks observer error was controlled rather than measured. No differences in subjects' responses were noted for any of the measures. However, significant observer/recorder error was noted for both male and female experimenters in the task where such error was measurable. In the fourth experiment experimenters were again asked to influence subjects' responses. For the two tasks used observer error was measured. A predicted Task × Observer Error Interaction was obtained. Again, no differences in subjects' responses were noted.     

Accuracy of observational data with whole interval,partial interval,and momentary time-sampling recording techniques

The purpose of the study was to compare the accuracies obtained from whole interval, partial interval, and momentary time-sample recording procedures. Two types of accuracies were defined. Between-methods accuracy is the degree to which an observer using a particular recording method agrees with a standard using a continuous recording method. Within-methods accuracy is the degree to which an observer and a standard agree when both use the same recording method. Fifty-four undergraduate students viewed a videotape of a woman twisting her hair and recorded the occurrence or nonoccurrence of the behavior using one of the three recording methods. Tapes were divided into segments with low, intermediate, and high rates of behavior. Partial and whole interval recording obtained poorer between-methods accuracies than momentary time sampling. Results showed that whole interval and momentary time-sampling procedures yielded higher within-method accuracies than partial interval recording. Thus, momentary time-sampling recording provided the advantages of both greater representativeness and as few or fewer observer errors than whole or partial interval recording procedures. Use of the interval recording methods by researchers must be justifiable within this framework.     

A graphical judgmental aid which summarizes obtained and chance reliability data and helps assess the believability of experimental effects

Interval by interval reliability has been criticized for "inflating" observer agreement when target behavior rates are very low or very high. Scored interval reliability and its converse, unscored interval reliability, however, vary as target behavior rates vary when observer disagreement rates are constant. These problems, along with the existence of "chance" values of each reliability which also vary as a function of response rate, may cause researchers and consumers difficulty in interpreting observer agreement measures. Because each of these reliabilities essentially compares observer disagreements to a different base, it is suggested that the disagreement rate itself be the first measure of agreement examined, and its magnitude relative to occurrence and to nonoccurrence agreements then be considered. This is easily done via a graphic presentation of the disagreement range as a bandwidth around reported rates of target behavior. Such a graphic presentation summarizes all the information collected during reliability assessments and permits visual determination of each of the three reliabilities. In addition, graphing the "chance" disagreement range around the bandwidth permits easy determination of whether or not true observer agreement has likely been demonstrated. Finally, the limits of the disagreement bandwidth help assess the believability of claimed experimental effects: those leaving no overlap between disagreement ranges are probably believable, others are not.     

Detailed recording of spontaneous rapid events

The Rockefeller University, New York, New York 10021 Events such as barpresses or licks, which may occur at any time during the day, are often clustered into bouts. The internal structure of such bouts can be recorded using an AM tape recorder, running the tape recorder only while bouts are in progress, and can later be analyzed off-line on a digital computer.     

The early sociability of toddlers: The origins of teaching

Toddlers’ person-directed behaviors were recorded longitudinally in a naturalistic preschool setting. An observer (O, the author) recorded children's behaviors with an IC recorder during play sessions. Seventeen children, as a group, were observed once a week in 3 blocks of 7 weeks (21 total hours). Person-directed behaviors toward the observer increased with each block. Toddlers’ teaching behaviors were classified precisely. This teaching classification should be the first event of the origins of teaching.     

The teacher as observer and experimenter in the modification of disputing and talking-out behaviors

Disputing and talking-out behaviors of individual pupils and entire classroom groups in special education classes and regular classes from white middle-class areas and from all black poverty areas ranging from the first grade to junior high school were studied. The classroom teacher in each case acted as the experimenter and as an observer. Various means of recording behaviors were used and reliability of observation was checked by an outside observer, another teacher, a teacher-aide, a student, or by using a tape recorder. Observation sessions varied from 15 min to an entire school day. After baseline rates were obtained, extinction of inappropriate disputing or talking-out behaviors and reinforcement of appropriate behavior with teacher attention, praise and in some cases a desired classroom activity or a surprise at the end of the week brought a decrease in undesired verbalizations. A reversal of contingencies brought a return to high levels of inappropriate talking with a return to low levels when reinforcement for appropriate talking was reinstated. The experiments demonstrated that teachers in a variety of classroom settings could obtain reliable observational records and carry out experimental manipulations successfully using resources available in most schools.     

Application of a simple recording system to the analysis of free-play behavior in autistic children

An observational system, which has been developed to facilitate recording of the total behavioral repertoire of autistic children, involves time-sampling recording of behavior with the help of a common Stenograph machine. Categories which exhausted all behavior were defined. Each category corresponded with a designated key on the Stenograph machine. The observer depressed one key at each 1-sec interval. The observer was paced by audible beats from a metronome. A naive observer can be used with this method. The observer is not mechanically limited and a minimum of observer training is required to obtain reliable measures. The data sampled during a five-week observation period indicated the stability of a taxonomic instrument of behavior based upon direct, time-sampling observations and the stability of spontaneous autistic behavior. Results showed that the behavior of the subjects was largely nonrandom and unsocialized in character.     

Social inhibition as a function of observation and recording of performance

In order to compare the relative effects of observation of performance and recording of information about performance on social facilitation/inhibition, 256 college students solved three concept-attainment problems in an orthogonal design. The variables were (a) number of observers (an additional observer or the experimenter alone), (b) videorecording (yes or no), (c) audiorecording (yes or no), (d) task complexity (four, six, eight, or ten total attributes in the problems). Each of videotaping, filming, and audiotaping resulted in poorer performance than the control condition, with no differences between these three recording conditions. The presence of an additional observer had no effect on performance. Pulse measures indicated that the presence of an additional observer increased arousal, but covariance analysis indicated no association between differences in performance and arousal.     

A device for silent on-line recording of continuously changing behavioral measures

A nonintrusive method of monitoring continuously changing behavior frequently is required in experimentation with human subjects, particularly infants. The touch-sensor switch box provides the observer with an ongoing record on a polygraph and allows the observer to give undivided attention to the subject. The mode of operation is completely silent.     

The effects of instructions and calculation procedures on observers' accuracy, agreement, and calculation correctness

Although the quality of observational data is generally evaluated by observer agreement, measures of both observer agreement and accuracy were available in the present study. Videotapes with a criterion protocol were coded by 16 observers. All observers calculated agreement scores both on their own and their partner's data and on a contrived data set misrepresented as data collected by other observers. Compared with agreement scores calculated by the experimenter, observers erroneously inflated their own agreement scores and deflated the agreement scores on the contrived data. Half of the observers (n = 8) had been given instructions emphasizing the importance of accuracy during observation while the other half had been given instructions emphasizing interobserver agreement. Accuracy exceeded agreement for the former group, whereas agreement exceeded accuracy for the latter group. The implications are that agreement should be calculated by the experimenter and that the accuracy-agreement relationship can be altered by differential observer instructions.     

Paralinguistic aspects of auditory comprehension in aphasia.

Eight severe aphasics were given sentences with either emotional or neutral content, presented once directly by the examiner and once via a tape recorder. Sentences with emotional content produced a greater number of responses than their neutral counterparts. Sentences spoken by the examiner also produced a significantly greater number of responses than the same items originating from a tape recorder. These results confirm the view that elements not related to the linguistic aspects of a message (and therefore referred to as paralinguistic) play a significant role in auditory comprehension.     

An artificial eye for evaluating videobased eye recording systems

Videobased corneal-reflection-to-pupil-center systems are widely used in eye movement research. In this paper, an artificial eye drawn on a computer screen is presented. The artificial eye provides a way to simulate measurements of eye position in human subjects. The method allows testing videobased systems on the level of the signal and on the level of the calibration algorithm used to map the eye position parameters to stimulus space. In addition, the artificial eye can be used to evaluate specific hypotheses concerning the functioning or malfunctioning of the eye recorder and as a help in developing data analysis programs.     

Steps and pips in the history of the cumulative recorder

From its inception in the 1930s until very recent times, the cumulative recorder was the most widely used measurement instrument in the experimental analysis of behavior. It was an essential instrument in the discovery and analysis of schedules of reinforcement, providing the first real-time analysis of operant response rates and patterns. This review traces the evolution of the cumulative recorder from Skinner's early modified kymographs through various models developed by Skinner and his colleagues to its perfection in the 1950s, and then into the 1960s when it proliferated as different scientific instrument companies began marketing their own models of the cumulative recorder. With the rise of digital computers, the demise of the cumulative recorder as a scientific instrument was inevitable; however, the value of the cumulative record as a monitoring device to assess schedule control of behavior continues. The cumulative recorder remains, along with the operant conditioning chamber, an icon of Skinner's approach to psychology.     

A simple encoding and recording system for small group observation

A simple and inexpensive system for coding and recording interaction patterns in small groups is described. It consists of a keyboard and a standard tape recorder, and it is capable of storing sequential data using up to 36 codes. Its main application is in the study of speaker-target patterns, but it can also be used in encoding up to 12 behavioral codes, or six speakers and 6 codes. The keyboard costs less than $200 and is used with conventional tape recorders and minicomputers available at most research sites.     

Monitoring system for infant movement,vocalization, and nurse interaction

An instrument which monitors and records certain behaviors of the neonate is described. By means of an air-inflated mattress and pressure transducer, the instrument measures whole-body movement. By means of a crib-located microphone, the device measures vocalizations. In addition, the presence and activity of nurse or observer are also monitored and recorded as part of the complete record. Except for the mattress and transducers, the monitor is completely self-contained, even including in its 8½-in.-high x 19-in.-wide size a 10-channel event recorder.     

A digital encoder for field recording of behavioral,temporal, and spatial information in directly computer-accessible form

Digitorg is an inexpensive, portable, field-operable event recorder for recording both behavioral and spatial information in real-time on audiotape. Its capacity is 256 codes. Behavioral information is recorded by pressing buttons on a keyboard and spatial information is recorded by touching a magnetic wand to a paper map overlying a matrix of switches. The audiotape recordings are played through a simple interface into a small computer, producing a permanent record of the time and identity of each event. The record is then available for analysis. Digitorg is discussed in relation to the general value of analyzing spatially differentiated behavior sequences.     

A low-cost high-speed digital data acquisition and display system

A flexible and inexpensive data acquisition and display system based upon the KIM-1 microcomputer module is described. A simple signal-conditioning circuit and program are shown that will allow events to be counted at rates to 1,000/sec and stored in successive time bins. The program counts events from each of two event detectors and stores the count of each detector in an independent set of time bins. Up to 127 16-bit bins are available to each event detector and bin width can be varied from 1 msec to 1 min. A separate input can be used to time-lock data collection to a specific stimulus allowing poststimulus histograms or IRTs to be collected. The collected data can be sequentially displayed as a decimal number on a built-in LED display and stored for later analysis on an inexpensive audio cassette recorder.     

Effects of Gender and Confrontation on Attributions of Female-Perpetrated Intimate Partner Violence

The present study examined the effects of perpetrator gender, victim confrontation, observer gender, and observer exposure to violence on attributions of blame and responsibility for partner violence. Data were collected from 728 college-aged students enrolled at two southeastern universities in the United States. Results demonstrated gendered biases among both male and female respondents. Men and women attributed less responsibility and blame to female perpetrators than male perpetrators, especially if the perpetrator was provoked. Moreover, exposure to violence was important for predicting attributions, and some of the evidence for observer effects were reduced to non-significance once these variables were added to the model.     

The Effects of Two Taped-Words Interventions on Sight-Word Reading in Students with Mental Retardation

Multiple-baseline and alternating treatments design elements were combined to evaluate the effects of two taped-words (TW) interventions (rapid-paced and slow-paced) on sight-word reading accuracy levels in elementary students with mental retardation. During rapid TW, one word was presented every second via tape recorder and students were instructed to read aloud along with the tape. During slow TW, words were presented every 5s. Both TW interventions increased word reading accuracy but differences in learning rates between the two TW interventions were inconsistent across participants. Although no firm conclusions can be drawn regarding which pace is more effective, results show that regardless of pace, this efficient, self-managed intervention can be used to increase sight-word reading in students with mental retardation.