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Psy Learning Ch 2
Research Methods
| Question | Answer |
|---|---|
| variable | characteristic of a person, place or thing that can change/vary over time or from one situation to another |
| independent variable | aspect of an experiment that systematicly varies across the different conditions in the experiment. The dependent variable is what is measured in an experiment |
| dependent variable | the aspect of an experiment that is allowed to vary freely to see if it is affected by changes in the independent variable. |
| functional relationship | relationship between changes in an independent variable and dependent variables. |
| stimulus | any event that can potentially influence behavior |
| Response | particular instance of a behavior |
| Overt behavior | behavior that has the potential for being directly observed by an individual other than the one performing the behavior. 2.behavior that is subjectively perceived and is not publicly observable |
| appetitive stimulus | event that an organism will seek out |
| aversive stimulus | event that an organism with avoid |
| Establishing operation | procedure that affects appetitiveness or aversiveness of a stimulus |
| deprivation | prolonged absence of an event that tends to increase the appetitiveness of that event |
| satiation | the prolonged exposure to/comsumption of an event which tends to decrease the appetitiveness of that event. |
| temporal contiguity | extent to which events occur close together in time. IE Thunder & lightening |
| spatial contiguity | events are situated close to each other in space. Affect learning |
| contingency | predictive relationship between two events, such that the occurrence of one event predicts the probable occurrence of another. |
| rate of response | is the frequency with which a response occurs in a certain period of time |
| cumulative recorder | a classic device that means measures the total number of responses over time and provides a graphic depiction of the rate of behavior. |
| intensity | a behavior is the force or magnitude of the behavior |
| duration | the length of time that an individual repeatedly or continuously performs a certain behavior |
| speed | measure of how quickly or slowly a behavior occurs, or the rapidity with which one progresses through some type of distance. |
| latency | the length of time required for the behavior to begin |
| interval recordings | the measurement of thether or not a behavior occurs within a series of continuous intervals |
| time-sample recording | one measures whether or not a behavior occurs within a series of discontinuous intervals |
| topography | the physical form of the behavior |
| descriptive research | describing the behavior and the situation within which it occurs |
| Naturalistic observation | systematic observation and recording of behavior in its natural environment. |
| case study approach | intensive examination of one or a few individuals. |
| control group design | individuals are randomly assigned to either an experimental/treatment group or a control group; individuals assigned to the experimental group are exposed to a certain manipulation/treatment, whereas those assigned to the control group are not |
| comparative design | type of control group design in which different species constitute one of the independent variables. |
| control group designs | page 69 |
| Control Group design Limitations | 3. results are often analyzed & interpreted only at the end of the experiment rather than during the experiment |
| simple subject design | requres only one or a few subjects to conduct an entire experiment. |
| simple comparison design (AB design) | behavior in a baseline condition is compared to behavior in a treatment condition. DOESN'T ALLOW to assess this possibility and thus constitutes a poor experimental design. |
| baseline | normal frequency of the behavior that occurs before some intervention |
| major problem | does not control for the possibility that some other event occurred at the same time that the treatment was implemented & it was this other event that caused the change in the behavior |
| reversal design | single-subject design that involves repeated alterations between a baseline period and a treatment period |
| Reversal Design Strength | STRENGTH: 1. ideal for determining the effectiveness of a behavioral intervention for one person. 2. used to assess the effectiveness of more than one treatment |
| Reversal Design Weakness | The behavior must revert to its orginal baseline freq. when the treatment is withdrawn; otherwise it will be impossible to determine if the treatment has had an effect. |
| Reversal Design Weakness | 2. it may be ethically inappropriate to remove a teatment once some improvement was obtained. |
| Multiple baseline design | treatment is instituted at successive points in time for two or more persons, settings, or behaviors. |
Created by:
sdekar
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