science, research, and animal models w illiam l. palya, phd jacksonville state university
Post on 11-Dec-2015
213 Views
Preview:
TRANSCRIPT
Truth empirical reliable multiple converging evidence consensual validation operationally / functionally defined
Science
Science: Understood
Explanation
• The cause(s) / effect(s) relationship(s)• Factors altering functional relationships• Systematic context for that information
Science Versus Belief
Science
empiricalreliablemultiple converging evidenceconsensual validationoperationally / functionally defined
describepredictcontrolsynthesizeexplain
Science
X True? But not Science
Misconceptions
Science
• Empirical not exact• Science and poetry are one at a time• Unifying principle not accumulate facts• Discover commonalities not inexplicable• Driven by understanding not solving needs• Unnecessary to disprove every assertion• Theories are not wild guesses• “Work in theory not real world” is ignorant
The Scientific Study of Nature Goals Practitioning Applied research Basic (pure) research
Structure for Study of Nature
•
•
• •
•
•
•
•
• •
Group
organism
Organism
cellcell
cell
>--
>--
>--
>--
>--
>--
> --
> --> --
> --
> --
> --
> -->--
> --
> --
> --
>--
>--
>--
GroupGroup
System
Organism
Level of Molarity Summary
Structure for Study of Nature: Level of Molarity
ParadigmTerm
ExistentialAdaptation
AtomicAdaptation
CellularAdaptation
OrganismicAdaptation
GroupAdaptation
SystematicAdaptation
Common term Physics Chemistry Biology Psychology Sociology Systematics
To Under-stand:
BasicResearch
why existential adaptationwhy existencestring theory
why atomic adaptationwhy substances
why cellular adaptationwhy life
why organismic adaptationwhy behavior
why group adaptationwhy participation
why systematic adaptation
To Solve:
AppliedResearch
atomic weaponsresearch
fusionresearch
polymerresearch
agriculturalresearch
medicalresearch
clinicalresearch
educationalresearch
organizationalresearch
culturalresearch
ecologicalresearch
To DispenseSolutions:
Practitioning
architectengineerbomber pilot
chemical sales-man,gas stationattendant
exterminatorcountyagriculturalagent,physicianfarmer
clinicalpsychologistteachersalesperson
politicianlaw makeradvertiser
ecologist
VariationProcess“Provenance"
Selection Process“Consequence” conservation stability life/
reproductionreinforcement culturation balance
Level of Molarity by Goals Summary
Structure for Study of Nature
Structure for Study of Nature: Time Scale
environmental
change
measure of
behavior>>
Time
Independent variable Dependent variable
IVaxis
DVaxis
Time
environmental
change
measure of
behavior>>
><
hysteresis
><
hysteresis
Structure for Study of Nature: Time Scale
• Levels may vary across molaritynumbersize
• For psychologyimmediateshortmediumlong
Structure for Study of Nature: Time Scale
Immediate
Event
Light onset
Result
Reactionmillisec to sec
Structure for Study of Nature: Time Scale
Short
Event
ContingencyIf peck, then food
Result
Learningsec to days
Structure for Study of Nature: Time Scale
Medium
Event
Overlappingcontingencies
Result
DispositionDays to years
Structure for Study of Nature: Time Scale
Long
Event
Reproductivecontingency
Result
InstinctYears to millenia
Structure for Study of Nature: Time Scale
Time Scale Metaphor
the behavior streamcan be seen as having contributions
from various component scales
Structure for Study of Nature: Time Scale
Time Scales in Psychologyinstantaneous
milli - secshort
sec - daysmedium
days - yearslong
years - eons
Premise an external event canchange behavior
the behavioral repertoirecan be changed byenvironmentalcontingencies
enduring character-istic ways ofresponding can beestablished by exposureto common-alities in correlations
"rules" memory organiequiva- zation ofllences behavior
genetic selection canestablish a characteristicbehavior to anenvironmental event
Descriptive Unit ofAnalysis
must be inputoutput relation-ship
RECEPTIONa change in behaviorassociated with changesin the environment
(reverses with stimulus)
LEARNINGa change in behaviorrepertoire associatedwith exposure to somenonrandom relationshipin theenvironment
(reverses with somecontrary contingen- cy)
DISPOSITIONa change in thecharacteristic way ofresponding attribu- tableto commonalities incorrelations
predisposition enduring contingen- cies
(virtually life-long butdoes not affect offspring)
INSTINCTa change in behaviorattributable to geneticselection
(breeds in and breedsout)
ExplanatoryPerspective
why did organismrespond?
because the stimuluschanged
why did organismrespond?
because of its rein-forcement history
why did organismrespond?
because it was ex-posed to commonal-ities in correlations
why did organismrespond?
because its ancestors thatdid, obtained differentialreproductive success
Of What is "Why"Asked
why does an organismreact to a stimulus?
of what isRECEPTIONa function of?
why does an organismrespond differentlyfollowing somecontingencies?
of what isLEARNINGa function of?
why does the organismconsistent- ly respondthat way?why does exposure tocommonalities incorrelations result incharacteristic ways ofresponding?
of what isDISPOSITIONa function of?
why does an organismrespond in "species-typical" ways?why does geneticselection producedifferent behavior?
of what isINSTINCT
a function of?
Product which factors changereception?; how, and byhow much?
which factors changelearning?; how, and byhow much?
which factors changedispositions?; how, andby how much?
which factors changeinstincts?; how, and byhow much?
Structure for Study of Nature: Time Scale
Time Scale by Level of Molarity by Goal Summary
E A C O G
existential
adaptation
atomic
adaptation
cellular
adaptation
organismic
adaptation
group
adaptation
instantanous
short
medium
long
MOLARITY OF PARADIGMATIC CONTEXTS
TIME
SCALE
S
systematic
adaptation
practitioning
applied
pure
GOALS
Structure for Study of Nature: Time Scale
Causation
Cause in past
Start End
Time*
Cause in future
determinism teleology
Research: The Acquisition of Knowledge
Type of Causal Appeal
Organismicadaptation
Cellularadaptation
Groupadaptation
Reductionistic Contextualistic
correlative
Shortterm
Research: The Acquisition of Knowledge
The Analysis of Variability Knowledge is Covariance
Research: The Acquisition of Knowledge
..
.. ...
.
...
..
.
...
.
.
..
...
...
.
...
..
.
...
.
.
..
...
.
.
..
....
..
...
.
.
..
...
.
..
...
.
.
..
...
. .
..
..
.
.
..
..
.
.
..
.
.
.
.
..
..
..
.
..
.
..
.. .
..
.
..
.. ..
.. ..
..
. .
..
.
..
.. ..
.. ..
..
. .
..
.
..
.. ..
.. ..
..
. .
..
.
..
.. ..
.. ..
..
. .
..
.
..
.. ..
.. ..
..
. .
..
.
..
.. ..
.. ..
..
. .
..
.
..
.. ..
.. ..
..
. .
..
.
..
.. ..
.. ..
..
. .
..
.
..
.. ..
.. ..
..
. .
..
.
..
.. ..
.. ..
.
.
.
..
.
.
.
..
.
.
.
.
.
...
..
..
.
.
...
..
...
.
...
..
..
.
.
...
..
......
..
. .
..
...
.
..
..
.
..
.
...
.
.
.
...
.
.
..
...
.
.
..
.
....
...
..
.
. .
. ..
...
.
.
.
.
. ..
..
..
.
.
.
. ..
..
.
..
.
.
.
. ..
..
..
..
. . ..
.. ..
X X
YY
x xy y
The Analysis of Variability Accountable Variance Residual Variance
Research: The Acquisition of Knowledge
The Analysis of Variability Accountable Variance
cause/effectmechanisticfunctional
correlational Residual Variance
Research: The Acquisition of Knowledge
The Analysis of Variability Accountable Variance Residual Variance
experimental solutionassumption of nonlinear dynamicsassumption of true scoredelegate problemdecline judgment
Research: The Acquisition of Knowledge
Motivation To Do Research Indulge curiosity Challenge Social reinforcers
Research: The Acquisition of Knowledge
Goal of Research Satisfy curiosity Construct functional context Test theory
Research: The Acquisition of Knowledge
Sources of Problems Expert Folklore Insight Informal discussion Knowledge of techniques and apparatus Reading literature Paradoxical incident conflicting results Deduced from paradigm
Research: The Acquisition of Knowledge
Research Activities What if Verification Improve measure Unconfounding Specialization Generalization Technological advancement Recombination Establish existence Testing prediction Construction of functional context Integration into existing paradigm
Research: The Acquisition of Knowledge
Classifications Deductive vs. inductive Analysis vs. synthesis Manipulation vs. no manipulation Single fact vs. function Structural vs. functional Face value vs. model of something else
Research: The Acquisition of Knowledge
Research Optimization Reliability Generality Detectability Meaningfulness
Research: The Acquisition of Knowledge
Research Design Difference measures cancel confounds Evaluation
comparison to chance consistency with database coherence with paradigm
Research: The Acquisition of Knowledge
Research Tactics Be committed Be well read Balance novel with mainstream Focus on productive relationships Maximize chances to discover Be alert, ingenious, and relentless Be diligent, meticulous, and honest
Research: The Acquisition of Knowledge
Communicating Research Findings Introduction Method Results Discussion
Research: The Acquisition of Knowledge
Introduction Background to understand and appreciate Case for question Case for method
Research: Communicating Research Findings
Method Information necessary to realize problems Information necessary to replicate
Research: Communicating Research Findings
Results What happened Information necessary to justify summaries Document reliability Document power or VAF
Research: Communicating Research Findings
Discussion How original question was answered Nonstatistical arguments for: reliability
generalitydetectabilitymeaningfulness
Implication of research - “so what”
Research: Communicating Research Findings
Paradigmatic Psychology
E A C O G
existential
adaptation
atomic
adaptation
cellular
adaptation
organismic
adaptation
group
adaptation
instantanous
short
medium
long
MOLARITY OF PARADIGMATIC CONTEXTS
TIME
SCALE
S
systematic
adaptation
practitioning
applied
pure
GOALS
*
Paradigmatic Psychology
Relationships of Interest
S
S
S
S
S
S *S *
S *
S *
S *
RR
R
R
R
S-S
relationship
*
R-S
relationship
*
S-R
relationship
Organism
Illuminating Grammar Avoid active voice and reference to animal• A key peck occurred when light came on• The pigeon pecked when the light came on• The pigeon learned to peck when …• The pigeon learned to peck in order to get …• The pigeon learned the rule “pecking …” • The pigeon understood that if it was to eat …
Paradigmatic Psychology
Principal Factors Reinforcement Shaping Stimulus control Nonlinear temporal discounting
Paradigmatic Psychology
Paradigmatic Psychology: Principal Factors
Reinforcement Some events with some relationships
with stimuli or behavior have an enduring effect on subsequent behavior
Paradigmatic Psychology: Principal Factors
Reinforcement
Operant conditioning (Thorndike)
R1 R2 R3 R4 R4 R4 R1 R4 R3 R4 R4
S*
Paradigmatic Psychology: Principal Factors
Reinforcement
Reflex conditioning (Pavlov)
S 1 S 2 S 3 S 4 S 1 S 2 S 3 S 4 R
S* R
Paradigmatic Psychology: Principal Factors
Shaping
R1 R2 R3 R4
S*
R 20 R 21 R 22 R 23
S*
R R R5 63 4 R
5R
7R
Paradigmatic Psychology: Principal Factors
Nonlinear Temporal Discounting
Experimental Demonstration
smaller sooner
1 oz now
larger later
2 lbs in 10 min
Paradigmatic Psychology: Principal Factors
Nonlinear Temporal Discounting
Sun
Whole
universe
dime
You
Metaphor: Visual angle
Paradigmatic Psychology: Principal Factors
ReinforcementShapingStimulus controlNonlinear temporal discounting
All Behavior
Models in Science
Chosen Basis of Generality
Maximize similarity to maximize generalityMaximize understanding to maximize generality
Models: Chosen Basis of Generality
Similarity“Real” worldPeople or at least primatesbut confoundsnot broadly generalizable
UnderstandingLaboratoryPrimitive animalsbut generality functions
Models in Science
Types
Mathematical modelPhysical modelModel proceduresModel apparatus/settingsModel subjects
Models in Science
Animal Models in Psychology
Conditioning and learning research is based upon the use of pigeons pecking to colored stimuli for access to foodpellet reinforcers in sealed experimentalchambers with transilluminated keysand food magazine under schedules ofreinforcement.
Models in Science
Subjects/Apparatus Modelsin Psychology
• Pigeons are pests in nature• Mature rapidly, live 20+ years• Behaviorally stable at >6 months• Small, inexpensive, easy to maintain• Rarely exchange diseases with humans• Good color vision
inexpensive stimulieasy to control and eliminate
Models in Science
• Key pecking is easy behavior to maintain• Operant defined as key operation• Transilluminated key assures exposure• Food pellets inexpensive, easy to use• Hunger motivation easy to maintain and control• Schedules control events at moment of food
CS
US
UR/CR
BOTH AND
PRODUCES
THIS THIS
antecedent
event
subsequent
event
behavior
axis
THIS
Models in Science
Procedural Model in Psychology
Reflex conditioning
S
R
S
D
*
subsequent
event
stimulus
axis
antecedent
event
AND THIS THISBOTH
PRODUCES
THIS
Operant conditioning
Models: Procedural Model in Psychology
these conjunctions
are absent
these conjunctions
occur
these conjunctions
occur
these conjunctions
are absent
D
C
A B
Subsequent
Outcome
Antecedent Event
Contingency
Models: Procedural Model in Psychology
Contingency
Antecedent Events
Exposure
to both
Subsequent
Outcomes
•
•
•
•
•
•
•
•
•
•
•
••
•
•
••
•
•
•
•
•
•
Reduced
variance on
regression axis
↑
↓
Models: Procedural Model in Psychology
Mathematical Models in Psychology
• Rescorla Wagner Model• Scalar Expectancy Model• Behavior Theory of Timing
Models: Mathematical models in Psychology
1 2 3 4
ΔV = α Σλβ −( )V
ΔV α
βλΣ V
increment
stimulus strength
CS salience
US salience
limit
total all stimuli
10
19
010192734
10.0 9.0 8.1 7.3
= .1(100-0) = .1(100-10) = .1(100-19) = .1(100-27)
V∆V
27
34for trial after trial
Rescorla-Wagner Model of Learning
top related