Methodological and assessment considerations in evaluating reinforcement programs in applied settings

The extensive use of reinforcement programs in applied settings has led to experimentation that often fails to consider potential problems in design. The logic of the within-subject design is reviewed and specific designs employed in reinforcement programs are discussed. For each design (ABAB, or multiple-baseline design across behaviors, individuals, or situations), effects are discussed that make that design less powerful with respect to demonstrating the effect of the experimental variable. Problems in interpreting results of experiments in this area of inquiry are evaluated from the standpoint of internal and external validity. The issue of control groups is presented with considerations as to situations that require their use. Finally, the assessment strategy for evaluating operant programs is discussed and recommendations are made for measurement of behaviors in addition to the target response.     

An automated system for primate instruction for behavioral neurophysiology

This paper describes a flexible hardware/software system developed for use with a PDP-8I computer for conducting research in behavioral neurophysiology. A real time monitor was designed to facilitate development, debugging, and modification of programs to run experiments. It relieves the programmer of the burden of dealing with hardware dependent functions such as interrupt handling and input/output. In addition, it provides the user with a large library of callable routines to perform functions commonly needed for conducting experiments. The monitor is modular in design and could be expanded or modified for use with many configurations of the PDP-8 family of computers.     

Web-based experiment control software for research and teaching on human learning

In this article we describe some of the experimental software we have developed for the study of associative human learning and memory. All these programs have the appearance of very simple video games. Some of them use the participants' behavioral responses to certain stimuli during the game as a dependent variable for measuring their learning of the target cue-outcome associations. Some others explicitly ask participants to rate the degree of relationship they perceive between the cues and the outcomes. These programs are implemented in Web pages using JavaScript, which allows their use both in traditional laboratory experiments as well as in Internet-based experiments.     

Correction of errors in scientific research

Four ways to reduce scientific errors are by tests of equipment and programs, examination of results, peer review, and replication. This article describes various types of errors that may occur and procedures available for the prevention and correction of both unintentional and intentional errors in experiments that use computer programs to generate the stimuli, record the responses, or analyze the data. We describe a case study of a particular experiment that produced a result that has been found to be erroneous. The case study provides additional evidence of the essential importance of replication for the identification and elimination of scientific error.     

AN EVALUATION OF LABELING-THEN-DOING WITH MODERATELY HANDICAPPED PERSONS: ACQUISITION AND GENERALIZATION WITH COMPLEX TASKS

We conducted two experiments in which moderately mentally retarded persons were trained first to label and then to enter characters into a computer, calculator, or checkbook (label-then-do) within a multiple baseline design. In Experiment 1, 5 young adults were trained to enter statistical programs into computers in an office setting. Following training, all subjects' use of verbal labels and key-entry skills generalized across tasks (programs) and settings (offices and computer terminals). In Experiment 2, 3 junior high school students were trained with self-labeling procedures to complete a key-entry task and to balance a checkbook. The performance of all students generalized across tasks and settings, and the use of labels generalized for 2 of the students. Results are discussed relative to mediated generalization and to establishing verbal control over behavior.     

Eye Lines: Generating data through image manipulation,issues in interface design,and the teaching of experimental thinking

Eye Lines is an experiment generator that differs markedly from the tachistoscope paradigm. Instead of recording reaction times and simple choices, it allows subjects to manipulate images and takes precise measurements of the results. This is useful for experiments in perception, rating scales, or any research needing analog input. A new version further refines a user interface designed to make the programs accessible to beginning students. The interface strategy includes the following: (1) the use of familiar structures, (2) the avoidance of rigid sequences, (3) a new graphic representation for the complexities of reconfiguring data, and (4) the use of context-sensitive defaults and concealment of advanced features. Eye Lines has been used to move beginning students quickly into designing and running their own experiments.     

Using serial interfaces and the C language for real-time experiments

The use of the serial interface of the IBM PC for timing and stimulus-response signaling is discussed. C language example programs, including two small software utility modules that expedite the programming of real-time experiments using a serial interface, are presented that are compilable with Borland’s Turbo C.     

An accurate millisecond timer for the Commodore 64 or 128

The use of the Commodore 64 or 128 as an accurate millisecond timer is discussed. BASIC and machine language programs are provided that allow the keyboard to be used as the response manipulandum. Modifications of the programs for use with a joystick or external switches are also discussed. The precision, flexibility, and low cost of these machines recommends their use as laboratory instruments.     

Software timing for 6500 series microcomputers

Two machine language programs are presented for use in behavioral research requiring timing of reaction latencies, stimulus presentations, or intertrial intervals. Sample programs in BASIC show how to load and use the subroutines, and suggestions are made for possible modifications to a variety of situations.     

Time-sharing SKED and OS/8: A new version

A new time-sharing SKED program has been developed to simultaneously conduct up to 12 behavioral experiments while the OS/8 operating system is used in the “background.” The new system provides improved control over the SKED program while allowing the experimenter to develop new programs or analyze data during the experimental session. A minimum of 16K of memory and an OS/8 device is required to use this system.     

A computer-based programmable tachistoscope for nonprogrammers

A set of programs for on-line control of reaction time experiments is described. These programs allow a wide range of experiments to be coded in a simple form that eliminates the need for any knowledge of programming.     

Motor affordance and its role for visual working memory: evidence from fMRI studies

We examined the role of motor affordances of objects for working memory retention processes. Three experiments are reported in which participants passively viewed pictures of real world objects or had to retain the objects in working memory for a comparison with an S2 stimulus. Brain activation was recorded by means of functional magnetic resonance imaging (fMRI). Retaining information about objects for which hand actions could easily be retrieved (manipulable objects) in working memory activated the hand region of the ventral premotor cortex (PMC) contralateral to the dominant hand. Conversely, nonmanipulable objects activated the left inferior frontal gyrus. This suggests that working memory for objects with motor affordance is based on motor programs associated with their use. An additional study revealed that motor program activation can be modulated by task demands: Holding manipulable objects in working memory for an upcoming motor comparison task was associated with left ventral PMC activation. However, retaining the same objects for a subsequent size comparison task led to activation in posterior brain regions. This suggests that the activation of hand motor programs are under top down control. By this they can flexibly be adapted to various task demands. It is argued that hand motor programs may serve a similar working memory function as speech motor programs for verbalizable working memory contents, and that the premotor system mediates the temporal integration of motor representations with other task-relevant representations in support of goal oriented behavior.     

When do professional psychologists need professional programmers’ tools?

It is fairly straightforward to write a small program for a small computer, even using a relatively slow and unstructured language such as BASIC. However, current experiments in psychopharmacology require the system integration and data management services provided by large programs running on 256K microcomputers, and the efficient development of such programs requires the use of structured languages such as Pascal.     

Media ratings for violence and sex. Implications for policymakers and parents

This article reviews research on the implementation of media-rating systems, parents' use and evaluation of them, and the impact of ratings on children. Although half or more of parents report using media-rating systems, understanding of various components of the systems is low, particularly for television ratings. A meta-analysis of national polls shows that parents overwhelmingly prefer that ratings specify content, rather than giving age recommendations. A second meta-analysis, of experiments testing the effects of ratings on children's interest in programs, shows that ratings indicating restricted or controversial content have a deterrent effect for children under age 8 but that, by age 11 and especially for boys, the ratings show a small enticement effect. This effect occurs for both age-based and content-based ratings. Implications for policymakers and parents are discussed.     

Child sexual abuse prevention programs: a meta-analysis

Conducted a meta-analytic evaluation of the effectiveness of school-based child abuse prevention programs. Literature searches identified 27 studies meeting inclusion criteria for use in this meta-analysis. The average effect size for all programs studied was 1.07, indicating that children who participated in prevention programs performed 1.07 SD higher than control group children on the outcome measures used in the studies. Analysis of moderator variables revealed significant effects for age, number of sessions, participant involvement, type of outcome measure, and use of behavioral skills training. Most important, programs presented over 4 or more sessions that allowed children to become physically involved produced the highest effect sizes. Although most often used only with younger children, findings suggest that active, long-term programs may be more effective for children of all ages.     

Demonstration experiments in perception and cognitive psychology for the Macintosh computer

A package of programs demonstrating psychology experiments widely cited in perception and cognitive psychology textbooks is described. The programs are suitable for laboratory research projects and in-class demonstrations. An attractive feature of the programs is that they have provisions for changing experimental parameters to allow students to design different experiments from the original programs. Iconic memory, memory scanning (using the additive factors approach), lexical decision, target detection, speeded classification, picture recognition/picture memory, and the Phi phenomenon can be demonstrated.     

LABSIM: A data-driven simulation program for instruction in research design and statistics

LABSIM is a general-purpose FORTRAN program that simulates the collection of data from laboratory experiments. Student-specified parameters are employed in a multiple-regression model that allows manipulation or control of up to 10 potential independent variables. Variables may be discrete (up to eight levels), continuous, or range (e.g., IQ). Raw scores may be generated for up to six groups, optionally accompanied by statistical analyses for simple between- or within-subjects designs or for factorial designs, including mixed factorial designs. Seventeen models (content areas) are currently available. As contrasted with other simulation programs, LABSIM models are exceptionally easy to design and implement; no computer expertise is required. Summary data automatically collected by LABSIM indicate a high success rate and extensive use of the program beyond course requirements. The current version of LABSIM is available in either batch or interactive form. A newer version that allows the simultaneous manipulation of up to three independent variables will be available soon.