Understanding Numerical Inaccuracy (Keith Dowd)
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The document summarizes a study on the anchoring effect from a metacognitive perspective. The study found that: 1) People's judgments were influenced by externally provided anchors (EPAs), and the influence was greater when the EPA was similar to people's self-generated anchors and the source was deemed credible. 2) People adjusted their judgments less when the EPA was high and similarity/credibility was also high, but adjusted more when the EPA was low. 3) Confidence in judgments was higher when similarity and source credibility were high, and people interacted as predicted by the metacognitive model of anchoring.
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A PROCEDURE FOR IDENTIFYING PRECURSORS TOPROBLEM BEHAVIOR.docx
A PROCEDURE FOR IDENTIFYING PRECURSORS TO
PROBLEM BEHAVIOR
BRANDON HERSCOVITCH, EILEEN M. ROSCOE, MYRNA E. LIBBY,
JASON C. BOURRET, AND WILLIAM H. AHEARN
NEW ENGLAND CENTER FOR CHILDREN
NORTHEASTERN UNIVERSITY
We describe a procedure for differentiating among potential precursor responses for use in a
functional analysis. Conditional probability analysis of descriptive assessment data identified
three potential precursors. Results from the indirect assessment corresponded with those
obtained from the descriptive assessment. The top-ranked response identified as a precursor
according to the indirect assessment had the strongest relation according to the probability
analysis. When contingencies were arranged for the precursor in a functional analysis, the same
function was identified as for target behavior, supporting the utility of indirect and descriptive
methods to identify precursor behavior empirically.
DESCRIPTORS: descriptive assessment, functional analysis, precursors, problem behavior,
response-class hierarchies
_______________________________________________________________________________
Functional analysis (Iwata, Dorsey, Slifer,
Bauman, & Richman, 1982/1994) involves
manipulating antecedents and consequences
for the target behavior of interest. Because a
functional analysis requires the repeated occur-
rence of a target response, it may not be
appropriate for response topographies that pose
risk of harm to others (e.g., severe aggression) or
the client (e.g., self-injury). One modification
that has addressed this concern involves a
functional analysis of precursor behavior (i.e.,
arranging contingencies for responses that
reliably precede the target behavior) based on
previous research showing that response topog-
raphies that occur in close temporal proximity
are often members of the same response class,
and by providing differential reinforcement for
earlier responses in the response-class hierarchy,
later more severe responses occur less often
(Harding et al., 2001; Lalli, Mace, Wohn, &
Livezey, 1995; Richman, Wacker, Asmus,
Casey, & Andelman, 1999).
Smith and Churchill (2002) conducted a
functional analysis of precursor behavior and
found similar outcomes from a functional
analysis of the target behavior and a functional
analysis of the hypothesized precursor behavior.
A study by Najdowski, Wallace, Ellsworth,
MacAleese, and Cleveland (2008) extended this
work by demonstrating that an intervention
based on a functional analysis of precursor
behavior was effective in eliminating partici-
pantsā precursor behavior. The implication of
these findings is that outcomes from functional
analyses of precursor responses may be used to
infer the function of more severe topographies
that occur later in the response-class hierarchy.
A potential limitation associated with both of
these studies is that indirect assessments alone
were used to identify precursor responses. Such
assessments have sometimes been found to have
poor reliab.
Running head CHOOSING A SUSPECT1CHOOSING A SUSPECT 4.docx
Running head: CHOOSING A SUSPECT 1
CHOOSING A SUSPECT 4
Thatās Him! Choosing a Suspect From A Lineup Comment by Ryan Winter: Make sure your title age is in correct APA format (headers, page numbers, title (you can create your own or copy the title of the original paper), YOUR NAME, and YOUR university affiliation
A Student
Florida International University
Part One
(Student example answers are in red)
1. What are the hypotheses for study one?
There were several hypotheses, though they only analyzed two of them. First, they predicted that participants would choose a suspect more frequently in the target present condition than when told the suspect may or may not be present or when they were given no information about the suspect being present. Second, they predicted that participants would be more confident in their choice than all other conditions. Comment by Ryan Winter: They original paper also looked at an attention check variable (did they recall the instructions), and they found that participants paid attention to the lineup instructions. However, this manipulation check DV isnāt as relevant to the abstract as the two ANOVAs the author ran, so there is no need to write about it as a hypothesis
2. What is the independent variable(s) for study one? Make sure you tell me how many IVs there are and how many levels there are for each IV
There was one independent variable in study one with three levels: 1). Some participants were given lineup instructions which said the target was present in the lineup. 2). Some participants were given instructions in which the target āmightā be present. 3). Some participants were not given any instructions.
3. What is the dependent variable(s) for study one? Note: there are several of these, so focus on the ones the author analyzed.
There were several of these, the three most important of which were 1). A manipulation check in which they were asked to recall the instruction they were given prior to the lineup. 2). Whether the participant actually chose a suspect from the lineup. 3). How confident they there were in their lineup choice.
4. What did they find in study one? Give the general outcome
As predicted, participants who were told the participant was in the lineup were more likely to choose a lineup suspect and were more confident in their choice than participants in the āmightā be present or no instruction conditions
5. What are the hypothesis for study two?
Like study one, the authors predicted that participants would both choose and have more confidence in their choice than participants in the target āmightā be present condition (This second study lacked the āno instructionā condition). They also predicted that participants would be more willing to choose a suspect and have more confidence in that choice when there were eight lineup members compared to four members. Finally, they predicted that those given target present instructions and an eight person lineup would be most w ...
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PROBLEM BEHAVIOR
BRANDON HERSCOVITCH, EILEEN M. ROSCOE, MYRNA E. LIBBY,
JASON C. BOURRET, AND WILLIAM H. AHEARN
NEW ENGLAND CENTER FOR CHILDREN
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We describe a procedure for differentiating among potential precursor responses for use in a
functional analysis. Conditional probability analysis of descriptive assessment data identified
three potential precursors. Results from the indirect assessment corresponded with those
obtained from the descriptive assessment. The top-ranked response identified as a precursor
according to the indirect assessment had the strongest relation according to the probability
analysis. When contingencies were arranged for the precursor in a functional analysis, the same
function was identified as for target behavior, supporting the utility of indirect and descriptive
methods to identify precursor behavior empirically.
DESCRIPTORS: descriptive assessment, functional analysis, precursors, problem behavior,
response-class hierarchies
_______________________________________________________________________________
Functional analysis (Iwata, Dorsey, Slifer,
Bauman, & Richman, 1982/1994) involves
manipulating antecedents and consequences
for the target behavior of interest. Because a
functional analysis requires the repeated occur-
rence of a target response, it may not be
appropriate for response topographies that pose
risk of harm to others (e.g., severe aggression) or
the client (e.g., self-injury). One modification
that has addressed this concern involves a
functional analysis of precursor behavior (i.e.,
arranging contingencies for responses that
reliably precede the target behavior) based on
previous research showing that response topog-
raphies that occur in close temporal proximity
are often members of the same response class,
and by providing differential reinforcement for
earlier responses in the response-class hierarchy,
later more severe responses occur less often
(Harding et al., 2001; Lalli, Mace, Wohn, &
Livezey, 1995; Richman, Wacker, Asmus,
Casey, & Andelman, 1999).
Smith and Churchill (2002) conducted a
functional analysis of precursor behavior and
found similar outcomes from a functional
analysis of the target behavior and a functional
analysis of the hypothesized precursor behavior.
A study by Najdowski, Wallace, Ellsworth,
MacAleese, and Cleveland (2008) extended this
work by demonstrating that an intervention
based on a functional analysis of precursor
behavior was effective in eliminating partici-
pantsā precursor behavior. The implication of
these findings is that outcomes from functional
analyses of precursor responses may be used to
infer the function of more severe topographies
that occur later in the response-class hierarchy.
A potential limitation associated with both of
these studies is that indirect assessments alone
were used to identify precursor responses. Such
assessments have sometimes been found to have
poor reliab.
Running head CHOOSING A SUSPECT1CHOOSING A SUSPECT 4.docx
Running head: CHOOSING A SUSPECT 1
CHOOSING A SUSPECT 4
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Florida International University
Part One
(Student example answers are in red)
1. What are the hypotheses for study one?
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There was one independent variable in study one with three levels: 1). Some participants were given lineup instructions which said the target was present in the lineup. 2). Some participants were given instructions in which the target āmightā be present. 3). Some participants were not given any instructions.
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As predicted, participants who were told the participant was in the lineup were more likely to choose a lineup suspect and were more confident in their choice than participants in the āmightā be present or no instruction conditions
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Like study one, the authors predicted that participants would both choose and have more confidence in their choice than participants in the target āmightā be present condition (This second study lacked the āno instructionā condition). They also predicted that participants would be more willing to choose a suspect and have more confidence in that choice when there were eight lineup members compared to four members. Finally, they predicted that those given target present instructions and an eight person lineup would be most w ...
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Understanding Numerical Inaccuracy (Keith Dowd)
- 1. Understanding one source of numerical inaccuracy: A metacognitive perspective of the anchoring effect Keith Dowd, SPOT lab
- 6. Diagram of metacognitive model
- 14. Graphs for final responses High EPAs Low EPAs
- 16. Graphs for ratings of confidence in final responses High EPAs Low EPAs