So, I'm doing my annual attempt at computer file cleaning and organization but what should I come across but a post from August 1994 to Tips! I reproduce it below for your amusement.
-Mike Palij New York University [email protected] P.S. Wasn't Bill S supposed to be doing something regarding the early TiPS postings like summarizing them or something (e.g, who posted, etc.)? Date: Mon, 8 Aug 1994 19:40:59 -0400 From: [email protected] (Tim Gaines) Message-Id: <[email protected]> To: [email protected] Subject: RE: learning study For Mike Palij and Russ Dewey and any other interested TIPsters. What follows is my lab handout for an experiment on the contitioning of verbal behavior. At the end are the references I mentioned earlier. There are about two pages to this, so if you are not interested, delete here! Psyc 205 Lab 2 Social Reinforcement of Verbal Behavior Topic The study was originally described to the class as a field study dealing with the effects of social reinforcement on the content of casual conversations. The early studies by Greenspoon (1955) and Verplanck (1955) were discussed generally, and great emphasis was placed on the success of these experiments. A procedure for implementing the study and recording the data was established after discussion. Each student was to try to maintain a conversation with one other person for nine minutes during which the frequency of the use of personal pronouns (I, me, we, and us) was to be surreptitiously recorded at the end of each three minutes. During the second three-minute segment only, social reinforcemnt (in the form of nods, smiles, and verbal agreement) was to follow each use of a personal pronoun. If difficulties were encountered (interruptions, others joining the conversation, etc.) the student was to try again with another subject. After three unsuccessful attempts they were to give up. Half of the class was kept a few minutes after dismissal on the pretext of helping the instructor with another project. In actuality, this group was presented with a more negative expectation regarding the outcome of the experiment based on more recent research (Azrin, Holz, Ulrich, & Goldiamond, 1966). These students were told not to communicate this to other members of the class. Two days later in class, students anonymously recorded their frequencies and comments on data sheets. After all data had been recorded, the deception was revealed to the students who had been left with positive expectations at the end of lab. The Azrin et al (1966) study was briefly described and mention was made of the possibility of estimated and/or fabricated data from student researchers in their study. All students in the class were asked to indicate whether they felt their data were "valid" or "invalid" for any reason. The data sheets were collected, xeroxed, and distributed to all students. The experiment was designed to examine the effects of reinforcement on verbal behavior and further, to test for the possibility that the expectations of the experimenters may have influenced the data obtained. To that end the results of experimenters in the group given positive expectations (positive group) will be compared to those of the experimenters in the negative group. Purpose 1) To familiarize students with techniques of structured observation while playing the role of a participant. 2) To explain and possibly demonstrate the "experimenter effect." 3) To provide first-hand experience in dealing with the ethical issues of deception and data fabrication. 4) To provide practice in writing results and discussion sections of a research report. 5) To introduce APA referencing style. Assignment 1) Read the Azrin et al (1966) article which is on reserve in the library. 2) Convert each response frequency reported to a rate of response measure. This is accomplished by simply dividing the number of responses in a segment of the conversation by the duration of the segment in minutes. If the duration is expressed in minutes and seconds, first convert the time to minutes and a decimal fraction. For example, if the time for one segment were 3 minutes and 15 seconds, it would be converted to 3.25 minutes. Then the response frequency would be divided by 3.25 to find the number of responses per minute. 3) Tabulate the response rates for each segment and find the mean rate for each segment. This should be done separately for the positive and negative groups yielding a total of six means. 4) Graph these data for each group on the same figure. 5) Write results and discussion sections of a research report. Consult the last chapter of the book to be sure you know what kind of information goes in each section. The discussion should include a reference to the Azrin et al (1966) article. This requires that you include a reference page in your report as well. You may wish to examine any differences in the pattern of results between those whose data were "valid" and "invalid." References Azrin, N. H.; Holz, W.; Ulrich, R. E.; and Goldiamond, I. (1966). The control of the content of conversation through reinforcement. In R. E. Ulrich (Ed.) Control of Human Behavior, Glenview, Illinois: Scott-Foresman, 280-284. Greenspoon, J. (1955). The reinforcing effect of two spoken words on the frequency of two responses. American Journal of Psychology, 68, 409-416. Verplanck, W. S. (1955). The control of the content of conversation: Reinforcement of statements of opinion. Journal of Abnormal and Social Psychology, 51, 668-676. Tim Gaines Presbyterian College Clinton, SC 29325 --- You are currently subscribed to tips as: [email protected]. 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